Joint Declaration of Korea-Japan Literacy Learners
We, literacy learners of Korea and Japan, got together in Fukuoka, Japan from March
27 to 29, 2019. Fukuoka is the place where the Japanese literacy movement began.
Through the three days, we talked about our own background, and shared motivations
that made each of us to learn literacy and changes that the learning has brought to eachof us. The more we talked, the deeper our interactions became. It was as if we had known
each other for some time. While we were small in number, we definitely represented
many of our colleagues who were not there. This declaration is outcomes of theseinteractions, gathering the threads of voices that each of us raised.
For various reasons, we did not learn during our childhood. When we were child, we lostour parents and had to take care of our younger siblings. We were not allowed to go toschool bringing our small children. Since the time when we were child, every day andnight, we worked, shopped, cooked and handled household chores. We used to be told,“No education for women.” We were very envious of other friends going to school. We
survived hand to mouth. We could not write the word “graduation” on our resume. We
were willing to work harder than anybody else. But, with no ability to read and write, wecould do only manual labor. Yet, in the old days, jobs were available to those who did nothave reading and writing ability. Nowadays, jobs are not available if you do not read andwrite. When we were assigned a job that required literacy, it was the time for us to leavethe work. We did not have time, even a single minute, to feel pain.
Some people among us were forced a harder life because of handicap. Others hardly
survived the war, and did nothing but supporting themselves. Out of poverty, some werecheated with the sugared words, “You can get much money,” and trafficked. Because of
the place where they were born, they had to suffer exclusion and discrimination in theirlife. With no hope and no future, some attempted to end their life.
Men were also not exempted. They also lived in poverty and discrimination since theywere small children. Men would find it more difficult than women to say “I cannot readand write.” Men are likely to put on a brave front in their life.
We, having such a background, began to learn how to write and read encouraged bydifferent motivations. My child has only learned ‘standard Japanese’ and did notunderstand what I spoke. Gradually, I was losing communications with my child. Aftermy task of child-rearing was over, I found that I had more time for myself. It was thenwhen I was told by my child, grandchild and friend where I could learn how to read andwrite.
I did not want to be found my illiteracy by anybody. I did not ask anybody to “read” letterssent to me. As I wanted to hide this, I picked a literacy class located far away from myplace taking a few hours by bicycle. I met my old friend there, and we said to each other,“Oh, you also can’t read and write.”-1-

In the literacy class, there were many who were also illiterate. Before, I had believed that
it was only me in the world who did not read and write. But I found it incorrect. In theclass, all classmates always welcomed me. People there were good and credible.
After I started to learn, my life has drastically changed. Time began to move around me.
My life started again. I became friends with others who I felt safe and comfortable talking
with. I feel that they care for me. I saw black stains on the paper and found them letters.
My daughter-in-law, a wife of my son, put a memo pad on the refrigerator door. I asked
my friend to read what was written. It read, “Thank you mother.” Four years after I
received the memo, I could write my reply to her. Scars in my heart slowly started to becured. Now I can ask what it is when I see unknown letters in my literacy class. Lettersused to freeze me are no more freezing. In my workplace, I keep a notebook to write down
new words to remember. I used to walk with my head down and be said by others, “Areyou seeking for money on the road?” Now I walk with my eyes fixed ahead. I feel like tochallenge something new. Reading has helped me understand what is going on in theworld. Through writing my life story, I became aware why my life in the past was likethat. With healed mind, I have become much stronger than before.
My children grew up watching me. I took my children to the literacy class, and they
watched me what I was doing there. They spontaneously studied without any parental
advice “to study.” Each of my children found their own dream and left the nest for a newworld. If I had gone to school with a half-serious attitude, or had not taken the literacyclass, I would have given importance only on their school results and always urged themto do this and that.
There are more people behind us who have not yet come to a literacy class. “I will join
next time,” they said, but never appeared. I also said the same words before, but I wasdetermined to come. I regrettably say to myself, “I wish I had started much earlier.” Somesay, “I am not in trouble though I cannot read.” If there are a paradise and hell in ourafterlife and if we are not able to read the signpost, we may take a wrong direction. Inreality, they do not have enough time and money to join. They struggle in their daily life.
They cannot come and learn because there are not many literacy classes. Operation of
the literacy class requires money. Those who are involved in the operation are volunteer
and not paid honorarium at times. Facilities accommodating classrooms have noelevators, but stairways. With no restrooms for the handicapped, people with disabilities
are disappointed when they come. There are people who want to learn, but, they do notcome because they do not know where they can learn. We want to be more exposed on TV
or in the newspaper, so that they will know where to go and learn. Through the media,
we want to convey our message, “Come and join us.” Government is responsible to ensurethat free and safe literacy class is available to anybody in need.
For us, literacy means not only the learning how to read and write, but also the learning
how to live. Mothers teach us how to manage our daily life, whereas the literacy teaches-2-us how to live. Owing to the literacy, we see the world more clearly. Thus, the literacy islike a pair of glasses to us. Literacy provides us with a place to learn letters and to express
ourselves. It is a joy and purpose of our life. It is a happiness. It is a place for our spirit
to stay. Literacy helps us aim higher. It opens a door to life. Through learning, we become
stronger and not easily give up. For us, learning is living. We believe that mutual support
and learning will help build a society where people live peacefully.
Now we can say,
“Because we were not allowed an access to learning during our childhood, we canappreciate happiness we now enjoy.”
Requests to the society and the government:

Through our exchange program, we have concluded our requests to the government andthe civil society in both Korea and Japan.
1. Please conduct a national survey to find those who still have difficulties in reading andwriting. Please understand that there are people who are upset because of their illiteracy.
2. Please provide all children with a school where they safely and comfortably study.
Some of our friends who went to school in their childhood were sometimes hurt by theirteachers. Many of our friends did not go to school because of poverty. There are stillchildren who cannot go to school. Please do not make such situations.
3. Please ensure a system and measures to support literacy learning and basic education,
so that those adults who did not receive education during their childhood for various
reasons can have the access to safe learning. Government as well as the civil society
should be more responsible to achieve it by making a law and ensuring budgets.
4. It takes much more time to learn if people start learning after growing up. If they learn
in the feeling of urgency, learning may become a burden on them. It should be provided
in a longer term, taking more time. Learning takes place not only in a classroom, but inan exchange program with other classes, or outside the classroom to have moreexperiences.
5. For the safe learning, it is necessary to have our own classroom in the vicinity of ourplaces. For those wheel-chaired, an elevator is required for free access. Please ensurethat learners are not given financial burden with tuition or transportation cost. Pleasebuild more literacy classes and schools for adults, so that they can go and learn wherever
they reside.
6. Many of those who support us listen carefully to us, make learning materials thatsatisfy needs of each learner, and help us know each other. While they work hard andcare about us, most of them are not paid. We expect more people become our supporters
who understand us. For this, we request to improve their teaching conditions including
remunerations, training or teaching materials to encourage more concerned people to beinvolved.
7. Governments of Korea and Japan are requested to jointly designate a “literacy andbasic education month,” during which promotional activities for more actions andnetworking are taken place. Literacy programs are not sufficient, and it is important to-3-

make people understood the issue of literacy. During our program, while we met for thefirst time, we talked each other as if we had been old friends. All participants wereenergized. We wish to have more opportunities for this kind of exchange.
8. Please deliver this joint declaration to those who want to learn. Convey this declarationin voice or picture. Please produce an animation or drama of our life history and let many
people know us. Not only through this declaration, but also through other means ofcommunications, please make voices of literacy learners all over the world heard to many
people.
September 27, 2019
All Participants of the International Symposiumfor the Enhancement of Literacy Education of Korea and Japan------<Background information>-----------------------------------------------------------------------------Interactions over the issue of literacy between Japan and Korea began in 1990 when the world
celebrated the International Literacy Year. It was the year when people working for literacy both inJapan and Korea first met and started to exchange research work and classroom visits. During the1990s, literacy learners in both countries were mainly those who had spent their school-age before
and after the World War II. In Korea, they underwent the colonial rule by Japan. The issue of literacy
in Korea is indivisibly connected to the colonization by Japan. Through interactions, it was always
the big challenge for us how we took the historical fact into our consideration. Even in our presentinteractions initiated in 2017, this remains as an underlying philosophy.
After the World War II, the issue of literacy in both countries has developed passing through thefollowing problems that are partially common among the both and not common otherwise. They
include Korean War, the rapid economic growth, dictatorship, myth of the 100% literacy rate, different
forms of discrimination, poverty and disparity, exam competition, acceptance of foreign migrants andcampaign for the enactment of literacy-related act. Through our interactions, challenges that each of
us face have been made clear.
During the workshop to formulate the joint declaration, learners of both countries deepened mutual
understanding and shared their experiences and thoughts. This declaration came out of thoughts oflearners of Korea and Japan. We believe that this joint declaration will contribute to pave a path to a
new ear for the literacy interactions between Korea and Japan.
Steering Committee of the Workshop to Formulate the Joint Declaration of Literacy Learners of Koreaand Japan-------------------------------------------------------------------------------------------------------------------------Translated by KOMORI Megumi of IMADR: The International Movement against All Forms ofDiscrimination and Racism-4-