Literacies and Discourses of Development Among the Rabaris of Kutch, India
研究印度拉巴里牧民的读写能力如何与社区发展观念交织，发现成人读写不被视为发展工具，而正规教育被寄望于下一代职业多样化，同时读写能力重塑了社区治理结构。
Abstract This paper argues that how literacy intersects with notions of development is more complex than generally perceived by those who advocate ‘literacy’ as a development tool. Among the transhumant pastoralist Rabaris of Kutch in Western India, various forms of literacy are increasingly implicated in community development. In a context where Rabaris face the gradual erosion of their livelihood opportunities, literacy for adults is not associated with development; rather Rabaris favour the option of formal schooling and the possibilities it confers for occupational diversification for the next generation. Community governance, meanwhile, is also increasingly shaped by aspects of literacy. Changes to community governance structures have been ushered in by a new generation of literate (but not necessarily schooled) leaders; they use conventions of the wider literate society to lend formal power and authenticity to their work and strongly advocate formal schooling, which combines gaining literacy skills with an enhanced social status. Schooling and literacies emerge as central to Rabaris' aspirations for ‘progress’ in the contemporary world.