Abstract The concepts of adult literacy and adult education have been predominantly framed by the discourse of development in Nepal whereby literacy programmes are designed to combat illiteracy with the purpose of promoting the socio-economic and human development in the country. In this effort, certain groups of women and ethnic minorities have been homogenously categorised as ‘illiterate’ and constituted as target groups for such basic and functional literacy programmes. This process of subjectivation through literacy programme works to impose feelings of inadequacy among the participants of the literacy programme, which further invalidates their own experience and situated knowledge. This article illustrates this process of subjectivation and resistance to it while challenging the idea of a homogenous ‘Thakali women’ through the personal narratives of Thakali women and their experiences of engaging with the discursive practices of literacy. In doing so, the article argues that the decontextualised approach to literacy further erases the socio-cultural, economic and historical context within which the individuals form their experiences and knowledge and hence, the need for culturally contextualised literacy practices that account for lived experiences and knowledge.

中文翻译：

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宣布为“识字”：通过脱上下文的扫盲实践进行主观化

摘要成人扫盲和成人教育的概念主要是由尼泊尔的发展话语所构架的，在尼泊尔，发展扫盲计划旨在打击文盲，以促进该国的社会经济和人类发展。在这一努力中，某些妇女和少数民族群体被同等地归类为“文盲”，并成为此类基本和实用扫盲方案的目标群体。通过扫盲计划进行的这种主观化过程会给扫盲计划的参与者造成不适当的感觉，这进一步使他们的经验和所处的知识无效。本文通过对塔卡利妇女的个人叙事以及她们从事识字的话语实践的经验，挑战了这一主观的过程和对其的抵抗，同时挑战了同质“塔卡利妇女”的思想。在此过程中，文章认为，去语境化的扫盲方法进一步消除了个人形成其经验和知识的社会文化，经济和历史背景，因此，需要考虑到生活经验和知识的文化背景化扫盲实践。