The theme of International Literacy Day (ILD) 2024 is ‘Promoting multilingual education: literacy for mutual understanding and peace’.
This year, the ILD aims to highlight ‘the transformative potential of literacy for promoting mutual understanding, social cohesion, and peace. In today’s world, in which multilingualism is a common practice for many, empowering people by adopting a first language-based, multilingual approach to literacy development and education is particularly effective for its cognitive, pedagogical, and socio-economic benefits. Such an approach can help promote mutual understanding and respect, while solidifying communal identities and collective histories.’
The ILD 2024 celebrations offer multiple ways to participate, including addressing issues related to literacy in these multilingual contexts. The aim is to explore potential solutions for improving all systems, including policies, programs and practices.
It’s worth noting that the data show a steady increase in literacy, despite some regression in certain parts of the world, due in particular to the pandemic, conflicts and political choices. According to data collected by the UNESCO Institute for Statistics (UIS), there are still some 770 million illiterate adults, the majority of whom are women.
In a context where the UN wants to speed up the process of achieving the 2030 Sustainable Development Goals (SDGs), particularly the SDG4 on education, these figures reflect the work that remains to be done.
A strong SNJM commitment to girls’ education
Puente Learning Center-1988-Source : Service central des archives SNJM
This day dedicated to literacy is an opportunity to recall that the Sisters of the Holy Names of Jesus and Mary (SNJM) are always involved in education, not only through formal schools, but also through homework accompaniment, learning the language of use for immigrants and support for refugees.
These actions were inspired by the initial desire of the founder of the congregation, Mother Marie-Rose, to educate girls, especially those in the countryside who did not have access to schools or who had to make do with instruction limited to housework.
From the very beginning of the religious teaching congregation, there was a desire to offer a variety of training that went far beyond traditional subjects such as writing, reading, religion and housework in order to allow young girls to develop their talents and enable them to go further in their studies. In Mother Marie-Rose’s mind, educating girls was paramount as they assume an essential role within the family unit where they can help develop their children and ultimately play a role in society.
Visual highlighting the diversity of subjects taught in all the schools where the SNJM was active at the time.
For the record, let us recall this important writing by Mother Véronique-du-Crucifix, Director of Studies at the end of the 19th century, at a time when the inequality of girls with regard to education was not considered a problem in Quebec or in North America.
Mother Véronique-du-Crucifix (Hedwidge Davignon)
“This is a great question: Is it good for women to be educated, or is it not better for them to possess only that knowledge which they cannot do without in their humble and modest role as housewives?
We do not fear to say that this question is offensive to women, and here is what we answer: A young girl must receive a serious, solid, extensive, complete education […]. Nothing should be neglected to adorn her mind and develop her intelligence. […] A solid and complete education is indispensable for the development of women, for their cooperation in the family and in society. […]
We therefore say to young girls: study, cultivate your intelligence unceasingly.”