Global Literacy in Local Learning Contexts

This research-based examination of literacy development in coastal Kenya offers a powerful critique of international educational policies that overlook local social practices. Drawing from qualitative studies across three schools, the author demonstrates how literacy and health intersect within specific community contexts, challenging one-size-fits-all approaches to global education reform. The work carefully analyzes how country-level policies, school environments, and family dynamics collectively shape learning opportunities.

What distinguishes this study is its development of a dual-generation maternal-child literacy model that connects micro-level classroom observations with broader policy discussions. Rather than treating literacy as an isolated skill, the author shows how it functions as embedded social practice within Kenyan coastal communities. Educators and policymakers seeking to understand how global literacy initiatives actually function in local learning environments will find this nuanced analysis particularly valuable for designing more effective, context-sensitive educational programs.