Exploring the Lived Experiences of Participants in Rural Community Literacy Programs: A Phenomenological Study
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Abstract
Community-based literacy programs play a crucial role in addressing educational disparities, especially in rural and marginalized communities. While much research has focused on the quantitative outcomes of such programs, there remains limited understanding of the lived experiences of participants and the deeper social and personal impacts these programs have on individuals. This study addresses this gap by exploring how community-based literacy programs affect personal empowerment, social connections, and cultural awareness through the lens of phenomenology. Using a phenomenological approach, in-depth interviews were conducted with 12 participants from a rural literacy program, and thematic analysis was employed to interpret their experiences. The findings reveal that participants not only improve their literacy skills but also experience greater self-confidence, stronger community bonds, and increased cultural awareness. These key qualitative findings emphasize the multifaceted impact of literacy programs beyond academic achievement, highlighting their role in fostering social cohesion and personal growth.. This study contributes to a more nuanced understanding of literacy programs and suggests that future research should further explore the long-term and cross-cultural effects of such programs.
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International references added for broader perspective
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