The issue of whether or not adult educators should condone so called propagandistic materials, as were used in the literacy campaigns of Nicaragua, is a complex one. The issue is part of a larger one: the interfacing of propaganda, politics, and education. There are many aspects to this interfacing which confront the adult educator. The following article begins with an explication of propaganda, highlighting related issues which confront the adult educator. From there, the article looks at the specific example of Nicaragua and at literacy education in general. This is followed by some suggestions for practice.
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