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The study links individual and collective impacts to a pedagogic relationship among students, local campaign staff, and national trainers, arguing that reciprocal roles—teacher as learner and learner as teacher—create a shared understanding that supports both transformation and sustainability. The paper grounds its discussion in participatory research and narrative inquiry.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/maestras-exploring-dialectical-relationships-in-an-aboriginal-literacy-campaign/592866/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/maestras-exploring-dialectical-relationships-in-an-aboriginal-literacy-campaign/592866.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper focus on regarding the literacy campaign?","Question",{"text":112,"@type":113},"It examines the impact of an adult Aboriginal literacy campaign on the teachers and trainers responsible for implementing it, using the “maestras” perspective.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper explain the transformation of campaign staff?",{"text":117,"@type":113},"It argues that transformation results from a pedagogic, dialectical relationship between students, local campaign staff, and national trainers where teaching and learning roles are reciprocal.",{"name":119,"@type":110,"acceptedAnswer":120},"What methodology informs the study?",{"text":121,"@type":113},"The paper draws on popular education principles and participatory research, using participatory and narrative-based approaches to support knowledge creation through an equal, collaborative inquiry process.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592866,1792189641,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Australian Journal of Adult Learning Volume 60, Number 2, July 2020  \nMaestras: Exploring dialectical relationships in an Aboriginal literacy campaign  \nFrances Williamson Deborah Durnan Tannia Edwards Mary Waites  \nLiteracy for Life Foundation  \nPrevious studies have documented the personal transformation  \nthat many low literate adults undergo when they engage in literacy campaigns. In particular, research has captured how improved literacy leads to a greater willingness and capacity to speak out, or what is often referred to as voice. This paper focusses on the impact of an adult Aboriginal literacy campaign on those responsible for implementing it. Through the words of these ‘maestras’, we reveal how the teachers and trainers ofthe campaign, both Aboriginal and non-Aboriginal, experience a similar trajectory of transformation to the literacy students. This transformation, we argue, is the result of the pedagogic relationship between students, local campaign staff and national trainers. This dialectical relationship in which teacher is learner and learner teacher is at the heart of the literacy campaign model and is part of what Giroux (1988) characterises as a radical theory of literacy and  \n150 Frances Williamson, Deborah Durnan, Tannia Edwards, Mary Waites  \nvoice. We further argue that the impacts ofthe literacy campaign at the individual and collective levels and crucially, the sustainability of these impacts depend largely on this pedagogic relationship and the new, shared understanding of the world which results.  \nKeywords: adult literacy, popular education, indigenous education  \nIntroduction  \nThe national literacy campaign in Cuba in 1961 deployed thousands of young women, or ‘maestras’to teach the rural poor to read and write.This act saw women take up positions of authority while atthe same time helping to develop respect and solidarity between men and women, old and young, literate and non-literate.In interviews with some of the maestras many years later, they described their experience of the 1961 literacy campaign as ‘the dying of an old life and the start of something absolutely new’(Kozol, 2019).In 2012, the Cuban-born filmmaker Catherine Murphy made a film, Maestra which documents this significant personal transformation through the women’s own testimonies. It is to this film and the international literacy movement inspired by the Cuban experience that the title of our paper refers.  \nSince 2012, Australia has had its own literacy campaign with its own maestras.Yet unlike Cuba, Venezuela or Timor-Leste, the campaign in Australia has centred on low-literate Aboriginal adults.From its start in Wilcannia in New South Wales, the Aboriginal Adult Literacy campaign has recruited over 30 Aboriginal maestras to teach adults in their own communities to read and write in English.These Aboriginal maestras engage with other new staff and the national campaign leadership in a highly structured process of pre-service and on-site capacity building and leadership development.The preservice training involves induction into the mass literacy campaign model, its history and philosophy. Through this, the Australian maestras, both Aboriginal and nonAboriginal begin to experience the solidarity that comes from becoming partofan international movement for social change.  \nMuch has been said and written about the Aboriginal Adult literacy campaign (see Williamson & Boughton, 2020; Boughton & Williamson, 2019; Ratcliffe & Boughton, 2019; Wise, Harris, Nickson, Boughton, &  \nMaestras: Exploring dialectical relationships in an Aboriginal literacy campaign 151  \nBeetson, 2018; Boughton & Durnan, 2014).However to date, the focus has been on understanding how the model works and its impacts on participating students and communities.Less attention has been paid to the impacts ofthe campaign on the staff, or maestras, and the legacy the campaign leaves in each community. Over several years of researching the workings and impacts ofthe ","cbCaimVOqGv5Z6yo","https://ap.wps.com/l/cbCaimVOqGv5Z6yo","pdf",144117,21,"English","# Introduction\n## National literacy campaign background and international influence\n## Research context in Australia\n# Background and methodology\n## Participatory research principles and narrative approaches\n## Research goals and central question","[{\"question\":\"What does the paper focus on regarding the literacy campaign?\",\"answer\":\"It examines the impact of an adult Aboriginal literacy campaign on the teachers and trainers responsible for implementing it, using the “maestras” perspective.\"},{\"question\":\"How does the paper explain the transformation of campaign staff?\",\"answer\":\"It argues that transformation results from a pedagogic, dialectical relationship between students, local campaign staff, and national trainers where teaching and learning roles are reciprocal.\"},{\"question\":\"What methodology informs the study?\",\"answer\":\"The paper draws on popular education principles and participatory research, using participatory and narrative-based approaches to support knowledge creation through an equal, collaborative inquiry process.\"}]","Maestras: Exploring dialectical relationships in an Aboriginal literacy campaign | PDF",1792075997,53]