PRA: A new Literacy ?

The article explores the idea of PRA as a new literacy and examines how far the visual language of PRA can be considered to be neutral and empowering for non-literate people. Using concepts from the New Literacy Studies, it looks at the process whereby new skills of mapping and diagramming are introduced to non-literate villagers. With specific examples it shows that many of the assumptions of PRA practitioners regarding peopleÆs understanding are supported by research into visual literacy and ethnomathematics. It argues that the extent to which PRA can be an empowering process depends on social factors, such as the way activities are facilitated and the familiarity of the setting. It concludes that, with the ænewÆ literacy users, PRA facilitators need to ensure that the visual activities of PRA are helping to extend people's visual literacy by building on the skills they already have, and making the most of the existing local visual literacy and numeracy systems. In particular, the making of diagrams needs to seen differently from the interpretation of diagrams, if PRA activities are to lead to action.