ABSTRACT
This chapter examines the emergence of literacy in the UNESCO program, and seeks to explain those institutional and contextual factors that shaped the UNESCO approach to literacy so characteristically from the very beginning. In shaping a multilateral system that would reinforce their aspirations for the future of the world, western governments appealed frequently to the greater understanding and the growing alignment of interests that would flow from increased co-operation between nations. A central aspect of Torres Bodet's view of UNESCO — indeed of the world — involved human rights. Richard Hoggart's scepticism concerning UNESCO's development role stemmed directly from his sharing, with Jean Thomas, of the French view that saw UNESCO's prime task in intellectual and ethical endeavours. The emergent focus on development needs to be seen as part of a more significant effort to give the organisation clearer and less expansive parameters for both its re.
