Nelly P. Stromquist is Professor of International Development Education in the School of Education at the University of Southern California.

• Tables Foreword Acknowledgments I. Development, Literacy, and Women 1. Literacy and Development2. Women and Literacy3. Grassroots Groups in Literacy4. Illiteracy in BrazilII. MOVA as a State-Civil Society Partnership 1. MOVA Features2. The Context3. MOVA in the Struggle for LiteracyIII. Analytical and Methodological Considerations 1. A Gender Perspective on Literacy/Illiteracy2. Qualitative Approaches to Literacy Research3. Constructivist and Emancipatory Approaches to Literacy4. Data SourcesIV. Characteristics of Women Students in Literacy Programs 1. Women in the Longitudinal Study2. Women in MOVA as a Whole3. The Intersection of Poverty and IlliteracyV. The Classroom Experience in Literacy 1. Snapshots of Three Literacy Classes2. Literacy Classes as Social Spaces3. The Political Message of the ClassroomVI. Outcomes from Literacy 1. Cognitive Gains2. Psychological Gains3. Changes in the Monitors4. Literacy Uses and PracticesVII. The Civil Society-State Connection 1. Grassroots Involvement in Education and Literacy2. The Tensions between Formal Education and Literacy3. The Reaction of the New Administration of Sao Paulo4. Assessing the Civil Society-State PartnershipVIII. MOVA through a Feminist Lens 1. The Politics of Everyday Life2. Women as Citizens3. Women as Leaders4. Women's Need for Conscientization5. Traditional vs. Emancipatory KnowledgeIX. Drawing Conclusions 1. Further Insights into Gender and Literacy2. GRGs and the Stater in the Pursuit of Literacy3. Literacy for Citizenship?4. Key Lessons from the MOVA Experience5. A Future Research AgendaNotes Glossary References Index

"Nelly Stromquist's case study of the MOVA (Movimento de Alfabetizacao de Jovens e Adultos) literacy program in Sao Paulo, Brazil between 1989 and 1993, is a significant contribution to the literature on education and development. It provides insights into the limitations of many current theories concerning the potential of literacy and adult basic education programs, even those with declared 'emancipatory' goals, to effect personal and social change. At the same time, the detailed information obtained by her use of feminist and sociocultural perspectives, and her attention to the individual voices of the participants in this ambitious literacy program, enhances our understanding of what factors shape the acquisition, uses, and outcomes of literacy skills. While the focus is on how a progressive literacy program may or may not benefit women, many of the findings, I believe, have universal relevance." — from the Foreword by Dr. Robert Arnove

Nelly P. Stromquist is Professor of International Development Education in the School of Education at the University of Southern California.

• Tables Foreword Acknowledgments I. Development, Literacy, and Women 1. Literacy and Development2. Women and Literacy3. Grassroots Groups in Literacy4. Illiteracy in BrazilII. MOVA as a State-Civil Society Partnership 1. MOVA Features2. The Context3. MOVA in the Struggle for LiteracyIII. Analytical and Methodological Considerations 1. A Gender Perspective on Literacy/Illiteracy2. Qualitative Approaches to Literacy Research3. Constructivist and Emancipatory Approaches to Literacy4. Data SourcesIV. Characteristics of Women Students in Literacy Programs 1. Women in the Longitudinal Study2. Women in MOVA as a Whole3. The Intersection of Poverty and IlliteracyV. The Classroom Experience in Literacy 1. Snapshots of Three Literacy Classes2. Literacy Classes as Social Spaces3. The Political Message of the ClassroomVI. Outcomes from Literacy 1. Cognitive Gains2. Psychological Gains3. Changes in the Monitors4. Literacy Uses and PracticesVII. The Civil Society-State Connection 1. Grassroots Involvement in Education and Literacy2. The Tensions between Formal Education and Literacy3. The Reaction of the New Administration of Sao Paulo4. Assessing the Civil Society-State PartnershipVIII. MOVA through a Feminist Lens 1. The Politics of Everyday Life2. Women as Citizens3. Women as Leaders4. Women's Need for Conscientization5. Traditional vs. Emancipatory KnowledgeIX. Drawing Conclusions 1. Further Insights into Gender and Literacy2. GRGs and the Stater in the Pursuit of Literacy3. Literacy for Citizenship?4. Key Lessons from the MOVA Experience5. A Future Research AgendaNotes Glossary References Index

"Nelly Stromquist's case study of the MOVA (Movimento de Alfabetizacao de Jovens e Adultos) literacy program in Sao Paulo, Brazil between 1989 and 1993, is a significant contribution to the literature on education and development. It provides insights into the limitations of many current theories concerning the potential of literacy and adult basic education programs, even those with declared 'emancipatory' goals, to effect personal and social change. At the same time, the detailed information obtained by her use of feminist and sociocultural perspectives, and her attention to the individual voices of the participants in this ambitious literacy program, enhances our understanding of what factors shape the acquisition, uses, and outcomes of literacy skills. While the focus is on how a progressive literacy program may or may not benefit women, many of the findings, I believe, have universal relevance." — from the Foreword by Dr. Robert Arnove

Nelly P. Stromquist is Professor of International Development Education in the School of Education at the University of Southern California.

• Tables Foreword Acknowledgments I. Development, Literacy, and Women 1. Literacy and Development2. Women and Literacy3. Grassroots Groups in Literacy4. Illiteracy in BrazilII. MOVA as a State-Civil Society Partnership 1. MOVA Features2. The Context3. MOVA in the Struggle for LiteracyIII. Analytical and Methodological Considerations 1. A Gender Perspective on Literacy/Illiteracy2. Qualitative Approaches to Literacy Research3. Constructivist and Emancipatory Approaches to Literacy4. Data SourcesIV. Characteristics of Women Students in Literacy Programs 1. Women in the Longitudinal Study2. Women in MOVA as a Whole3. The Intersection of Poverty and IlliteracyV. The Classroom Experience in Literacy 1. Snapshots of Three Literacy Classes2. Literacy Classes as Social Spaces3. The Political Message of the ClassroomVI. Outcomes from Literacy 1. Cognitive Gains2. Psychological Gains3. Changes in the Monitors4. Literacy Uses and PracticesVII. The Civil Society-State Connection 1. Grassroots Involvement in Education and Literacy2. The Tensions between Formal Education and Literacy3. The Reaction of the New Administration of Sao Paulo4. Assessing the Civil Society-State PartnershipVIII. MOVA through a Feminist Lens 1. The Politics of Everyday Life2. Women as Citizens3. Women as Leaders4. Women's Need for Conscientization5. Traditional vs. Emancipatory KnowledgeIX. Drawing Conclusions 1. Further Insights into Gender and Literacy2. GRGs and the Stater in the Pursuit of Literacy3. Literacy for Citizenship?4. Key Lessons from the MOVA Experience5. A Future Research AgendaNotes Glossary References Index

"Nelly Stromquist's case study of the MOVA (Movimento de Alfabetizacao de Jovens e Adultos) literacy program in Sao Paulo, Brazil between 1989 and 1993, is a significant contribution to the literature on education and development. It provides insights into the limitations of many current theories concerning the potential of literacy and adult basic education programs, even those with declared 'emancipatory' goals, to effect personal and social change. At the same time, the detailed information obtained by her use of feminist and sociocultural perspectives, and her attention to the individual voices of the participants in this ambitious literacy program, enhances our understanding of what factors shape the acquisition, uses, and outcomes of literacy skills. While the focus is on how a progressive literacy program may or may not benefit women, many of the findings, I believe, have universal relevance." — from the Foreword by Dr. Robert Arnove