The author’s view on the particular topic is made clear very early in the article. However, the personal involvement in the dialect often leads to confusion over whe was astounded be social misconceptions and assumptions presented by the report. Specifically, the idea that literacy is an undisputed good, and impossible to debate, was the driving force for its effect on social change and policy. (Robinson-Pant 2008:781) The authdsaroofs which provide a plausible background to the author’s purpose. The question of interpretation and contingency is also another significant connotation in the article. The author makes a case in the problem of homogenously linking all cultures (despite great diversity), and the definitions of literacy and the ‘literate person’ (literacy synonymous to education), as one universal implication. (Rother she condones or condemns a certain y the particular details that she was able to clarify. Her use of pinpoint examples made an enlightening argument as I had falleritique of UNESCO’s report. I had actually read the Global Monitoring Report 2006 prior to the review of this article, andbinson-Pant 2008:782-784) The article clearly shows this is not true, as literacy is culturally variable and defined.n victim to many of thaspect of her report. Despite this slight ambiguity, the author is able to extrapolate rather subtle details eloquently in her own c
While the methodological implications of ethnographic work affect the policy context, a new perspective of how researchers shape the very policy to which we adapt, arises. My perspective, influenced by this article on the issue is to challenge the preconceived notions sparticular details that she was able to clarify. Her use of pinpoint examples made an enlightening argument as I had fallen victim to many of the social misconceptions and assumptions presented by the report. Specifically, the idea that literacy is an undisputed good, and impossible to debate, was the driving force for its...