Offering an original historical perspective on literacy work in Africa, this book examines the role of the Norwegian Lutheran mission in Madagascar and sheds light on the motivations that drove colonizing powers literacy work. Focusing on both colonial and independent Madagascar, Vea Rosnes examines how literacy practices were facilitated through mission schools and the impact on the reading and writing skills to Malagasy children and youth. Analysing how literacy work influenced identity formation and power relations in the Malagasy society, the author offers new insights into the field of language and education in Africa.
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viii | |
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ix | |
| Foreword |
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x | |
| Preface |
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xii | |
| Preface |
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xiii | |
| Acknowledgements |
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xv | |
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xvii | |
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1 Literacy Work for Evangelisation, Colonisation and Malgachisation |
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1 | (18) |
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2 Literacy as Ideologically Embedded |
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19 | (11) |
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3 Literacy Study With a Historical Perspective |
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30 | (15) |
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4 School Literacies During the Mid-Colonisation Period |
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45 | (24) |
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5 School Literacies During the Independence Period |
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69 | (23) |
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6 Betafo: A Case Study of the Mission's Literacy Work |
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92 | (19) |
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7 Secular and Religious Literacies |
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111 | (22) |
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8 Literacy in Whose Language? |
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133 | (21) |
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154 | (6) |
| References |
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160 | (9) |
| Archival Material |
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169 | (5) |
| Websites |
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174 | (1) |
| Qualitative Interviews |
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175 | (2) |
| Index |
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177 | |
Ellen Vea Rosnes is Associate Professor of Global Studies and Intercultural Communication at VID Specialized University, Norway. She holds a PhD in Literacy Studies from the University of Stavanger, Norway.
