Community-Based Literacy Programs as Innovations for Educational Equity: A Thematic Literature Review
Keywords:
community literacy, educational equality, community reading parksAbstract
This thematic literature review examines the contribution of community-based literacy programs in addressing educational inequality and promoting inclusive learning practices. The study was conducted through a thematic literature review of 20 scientific articles published between 2015 and 2025, obtained from Google Scholar, Scopus, and SINTA databases. Data analysis was conducted using Atlas.ti to identify five recurring themes: community participation, program innovation, access for vulnerable groups, sociocultural impact, and sustainability strategies. The findings highlight that Community Reading Gardens (TBM) not only serve basic literacy needs but also act as inclusive, context-sensitive, and transformative learning spaces. Resource constraints and structural barriers have led to the emergence of participatory and adaptive approaches that effectively reach marginalized groups. This study contributes conceptually to understanding community literacy as a form of socially relevant innovation and recommends strengthening and integrating these programs into inclusive and collaborative policies, thereby optimizing their role in supporting a fair, adaptive, and sustainable national education system.
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