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This paper aims to challenge limited notions of literacy and argues for the recognition of Maasai women’s self-determined learning in order to bring about human development in Kenya. It also seeks to construct a complex picture of literacy, drawing on postcolonial feminist theory as a framework to ensure that the woman’s voice is heard. Through the analysis of narratives from three Maasai women, the author discovered that: (1) these ‘illiterate’ women have their own literacy through which they read the world (their community); (2) these women use this self-determined literacy to raise critical awareness on community issues; and (3) these women have become ‘organic intellectuals’ in that they have the capacity to synthesise information and skills in order to solve community issues by themselves. This paper concludes that a literacy programme should be more centred on the women from the village and must acknowledge their traditions and culture.

an: 97806254; source: Compare: A Journal of Comparative & International Education; docTypes: Article; pubTypes: Academic Journal;