Changing Female Literacy Practices in Algeria

From an ethnological standpoint, this study contends that the construction and implementation of a gender-based literacy program that empowers adult education learners in rural or semi-rural (hybrid) areas in Algeria must consider the context of the Arabic-Islamic tradition.In her research Anne Laaredj-Campbell examines the educational situation of women in the Haut Plateau by using methods derived from the field of ethnology. The author endeavors to take a look at the literacy practices and their theoretical implications for empowering women in Algeria. To date, there are no empirical studies on adult female literacy in Algeria that focus on the cultural construction of gender and empowerment. A gender approach to education is committed to establishing reasons for the deficiencies of literacy among women. ContentsTheoretical and conceptual overview of literacyWomen's status in literacy and educationUnderstanding the process of empowerment for rural womenEmpirical case studies of the Iqraa functional literacy program and Ibn Khaldun University survey in Tiaret, AlgeriaTarget GroupsLecturers and students of philosophy and cultural anthropology specializing in gender and women's studiesReaders who are interested in literacy and empowerment, gender and women studies, cultural anthropologyThe Author Anne Laaredj-Campbell received her doctorate degree in cultural anthropology from the Albert-Ludwigs-Universität, Freiburg i. Br. Her research interests include gender and women studies as well as foreign language acquisition.