A Thought-Provoking Conversation on Literacy

The International Literacy Association has recently launched a podcast series based on The Journal of Adolescent & Adult Literacy (JAAL), featuring diverse perspectives on literacy and literacy education.

One episode that particularly resonated with us was Episode 5, which discusses how literacy is understood differently across cultural contexts, drawing on the work of Olumide Ajay.

One of the key messages from the discussion is that literacy is not a universal concept. While Western educational traditions often define literacy primarily as an individual ability to read and write, many African perspectives understand literacy as something broader: a social practice rooted in storytelling, oral traditions, family histories, community participation and shared knowledge.

This raises an important question for educators: whose knowledge is recognised and valued in our classrooms?

Ajayi's work encourages us to think not only about cultural inclusion, but also about epistemological inclusion: creating learning environments that recognise different ways of knowing, learning and communicating. Literacy is not only about acquiring skills; it is also about connecting learning to people's experiences, identities and communities.

For the S.P.A.R.K.L.E project, these reflections strongly connect with our human-centred approach to education. Through activities such as learner context mapping and needs analysis, we encourage educators to understand learners' backgrounds, strengths, aspirations and lived experiences before selecting teaching methods or materials. Understanding the learner's context is a crucial first step towards meaningful inclusion.

Another interesting aspect highlighted in the podcast is the role of play, participation and learner engagement in literacy development. These elements resonate with many of the approaches already being explored within S.P.A.R.K.L.E and reinforce the importance of creating learning spaces where learners actively contribute their knowledge, stories and perspectives.

As we continue developing resources for teachers working with adults, migrants and refugees, these insights remind us that truly inclusive education requires us not only to adapt our teaching, but also to continuously question our assumptions about what literacy is and how learning happens.

We encourage everyone interested in literacy education to listen to the podcast and explore Olumide Ajayi's article. His insights offer valuable inspiration for building more inclusive, culturally responsive and human-centred learning environments.