発展途上国における識字教育に関する一考察 : 内発的発展論の視座に立って

The concept of \u27endogenous development\u27 emerged as an alternative to Western-style development theory approximately twenty years ago. This paper attempts to apply the theory of endogenous development to literacy education, and to examine the possibilities for endogenously-oriented literacy education in developing countries. First, the paper deals with recent trends in the \u27Education For All\u27 movement, pointing out that qualitative aspects as well as quantitative aspects have been gaining more attention. Then the author stresses that this trend is a particularly positive sign in the case of the literacy education component of \u27Education For All,\u27 where quality has until recently been put aside in favor of the achievement of numerical targets. What needs to be emphasized now in the promotion of literacy education, the author contends, are several aspects that are connected with the concept of endogenous development. Secondly, a brief history of endogenous development theory is given. It was in the 1970s when some prominent scholars began to express criticisms of the Western-style development theories that comprised the dominant development ideology of the time. In opposition to the prevailing theories, K. Tsurumi and others build a theoretical foundation for the concept of \u27endogenous development.\u27 Also, UNESCO published a series of reports on the same topic. Thirdly, the paper considers some negative aspects of the literacy education implemented thus far and which need to be addressed critically. Among the problematic forms of literacy education are those where economic interests, cultural preservation or promotion of a particular ideology come to dominate other components of the education. In order to avoid falling into these \u27traps,\u27 the author suggests that several important features of endogenous development theory be introduced into the formulation of literacy education programmes. Fourthly, as an example of an endogenously-oriented literacy education programme, a project of literacy education for the Koragas in Southern India is considered. The Koragas are an indigenous tribal people who are the lowest in the Indian caste hierarchy, and therefore they have suffered from various kinds of discrimination. However, beginning in approximately 1990, Fr. L. D\u27Souza, a Catholic priest, launched a literacy project under the support of the National Federation of Unesco Associations in Japan (NFUAJ). When the author paid a visit to the project sites in 1992-1993, he found that Fr. D\u27Souza\u27s philosophy and methodologies of conducting the project included such endogenous-oriented elements as respect for indigenous culture, recovery of human dignity, use of \u27key persons,\u27 etc. Also, from the reports submitted to NFUAJ, it can be said that all these elements have promoted self-confidence among the tribal people. In the concluding section, the author reiterates the importance of endogenous development. Using a simile: \u27aid to literacy may have become "a sort of graft on to a culture which may or may not "take" and the consequences of which cannot be foreseen"\u27 (quoted from The Experimental World Literacy Programme: a critical assessment), the author further proposes the need for co-operation for literacy projects such as that for the Koragas through various means based on endogenous development theories