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Table of Contents
Acknowledgements; Preface; Table of Contents; Photography by Anne Laaredj-Campbell 2008-2012; Introduction; Research Background; Literacy and Gender Disparity in the Middle East and North Africa; Outline of Chapters; Part I. Research Context, Method, and Theory; 1 Geographic Location and Demography; 1.1 Current Functional Literacy Program in Algeria; 1.1.2 Arab Uprisings in the Middle East and North Africa; 1.2 The Fieldwork Setting; 1.3 Research Objective; 1.4 Central Questions; 1.4.1 Women's Literacy and Empowerment; 1.4.2 Workable Strategies for Female Literacy
1.4.3 Access and Gender Equity in Higher Education and Employment1.5 Method; 1.6 Adult Literacy Research in Algeria; 2 Theoretical and Conceptual Overview of Literacy; 2.1 The Current Women's Literacy Debate; 2.2 Defining Literacy; 2.3 UNESCO's Adult Education and Functional Literacy; 2.4 Critical Literacy after Paulo Freire; 2.5 Gender, Literacy and Empowerment; 2.5.1 Women in Development (WID); 2.5.2 The Anthropology of Gender in Gender and Development (GAD); 2.5.3 The Empowerment Approach to Literacy
2.5.4 A Framework for Women's Empowerment. Contrary to my previous message the author asks now if we can omit the name Sara Longwe's 2.6 Summary of Literacy Discourses; Part II. Women's Status in Literacy and Education: A historical, cultural, and Islamic perspective; 3 Historical Retrospective of Women's Education in Algeria; 3.1 Women's Education Prior to the French Conquest; 3.2 The Effect of the French Occupation on Women's Education; 3.2.1 Emir Abd el-Kader (1808-1883); 3.2.2 First attempts to recruit Algerian girls in French Schools; 3.2.3 Abd al-Hamid Ben Badis (1889-1940)
3.3 Post-independence Educational Development and Mass Literacy Campaigns3.3.1 Primary Education; 3.3.2 Higher Education; 3.3.3 Adult Literacy; 3.4 The Current Situation of Women's Literacy and Education; 3.4.1 Primary Education; 3.4.2 Secondary Education; 3.4.3 Interviews with Female School Dropouts; 3.4.4 Higher Education; 3.5 Adult Literacy; 3.5.1 Distance Education; 3.5.2 Current Literacy Strategy; 3.6 Résumé: The persistence of non-literacy among women; 4 The Status of Women in the Haut Plateau: Between Islam, Politics and Popular Perception
4.1 The Family and Social Structure: An Ethnographic Overview4.2 Honor, Shame and Status in the Life-cycle of Women; 4.2.1 Haya and Good Shame in Islam ; 4.2.2 Hishma and Good Shame in the Haut Plateau ; 4.3 The Algerian Girl; 4.4 The Algerian Bride; 4.5 The Algerian Mother and Mother-in-law; 4.6 The Algerian Hadja Widow and Matriarch ; 4.7 Cueing in on the Decline of Traditional Marriage Molds; Vignette: On the Traditional Status of Women in the Haut Plateau. Non-literate Farmers Johar and Hannah; 5 Understanding the Process of Empowerment for Rural Women
1.4.3 Access and Gender Equity in Higher Education and Employment1.5 Method; 1.6 Adult Literacy Research in Algeria; 2 Theoretical and Conceptual Overview of Literacy; 2.1 The Current Women's Literacy Debate; 2.2 Defining Literacy; 2.3 UNESCO's Adult Education and Functional Literacy; 2.4 Critical Literacy after Paulo Freire; 2.5 Gender, Literacy and Empowerment; 2.5.1 Women in Development (WID); 2.5.2 The Anthropology of Gender in Gender and Development (GAD); 2.5.3 The Empowerment Approach to Literacy
2.5.4 A Framework for Women's Empowerment. Contrary to my previous message the author asks now if we can omit the name Sara Longwe's 2.6 Summary of Literacy Discourses; Part II. Women's Status in Literacy and Education: A historical, cultural, and Islamic perspective; 3 Historical Retrospective of Women's Education in Algeria; 3.1 Women's Education Prior to the French Conquest; 3.2 The Effect of the French Occupation on Women's Education; 3.2.1 Emir Abd el-Kader (1808-1883); 3.2.2 First attempts to recruit Algerian girls in French Schools; 3.2.3 Abd al-Hamid Ben Badis (1889-1940)
3.3 Post-independence Educational Development and Mass Literacy Campaigns3.3.1 Primary Education; 3.3.2 Higher Education; 3.3.3 Adult Literacy; 3.4 The Current Situation of Women's Literacy and Education; 3.4.1 Primary Education; 3.4.2 Secondary Education; 3.4.3 Interviews with Female School Dropouts; 3.4.4 Higher Education; 3.5 Adult Literacy; 3.5.1 Distance Education; 3.5.2 Current Literacy Strategy; 3.6 Résumé: The persistence of non-literacy among women; 4 The Status of Women in the Haut Plateau: Between Islam, Politics and Popular Perception
4.1 The Family and Social Structure: An Ethnographic Overview4.2 Honor, Shame and Status in the Life-cycle of Women; 4.2.1 Haya and Good Shame in Islam ; 4.2.2 Hishma and Good Shame in the Haut Plateau ; 4.3 The Algerian Girl; 4.4 The Algerian Bride; 4.5 The Algerian Mother and Mother-in-law; 4.6 The Algerian Hadja Widow and Matriarch ; 4.7 Cueing in on the Decline of Traditional Marriage Molds; Vignette: On the Traditional Status of Women in the Haut Plateau. Non-literate Farmers Johar and Hannah; 5 Understanding the Process of Empowerment for Rural Women