Literacy in Theory and PracticeThis book challenges conventional theories about literacy, and the practices which often arise from them. It attempts to provide a new perspective through which the variety of literacy practices across different cultures can be viewed and from which the practical issues that arise in specific literacy campaigns and programmes can be approached. Dr Street first examines the explicit theories developed about literacy within different academic disciplines, on the premise that these underlie statements about literacy within development campaigns and in everyday usage. He analyses in detail arguments about the 'technical' and 'neutral' nature of literacy and its supposed 'cognitive' consequences in the work of some psychologists, linguists and social anthropologists. He claims that these amount to a coherent but flawed model that he terms the 'autonomous' model of literacy. Against this he poses an 'ideological' model, one which pays greater attention to the social structure. He attempts to bring together recent shifts in this direction in writings on literacy and to construct a coherent model for further work. |
From inside the book
Results 1-5 of 49
Page 1
... challenge assumptions , whether implicit or explicit , that currently dominate the field of literacy studies . I shall contend that what the particular practices and concepts of reading and writing are for a given society depends upon ...
... challenge assumptions , whether implicit or explicit , that currently dominate the field of literacy studies . I shall contend that what the particular practices and concepts of reading and writing are for a given society depends upon ...
Page 3
... challenges the representation of certain forms of language use , in different cultures or social groups , as ' embedded ' and ' illogical ' . This work , notably by Evans - Pritchard ( 1937 ) , Lévi - Strauss ( 1966 ) , Labov ( 1973 ) ...
... challenges the representation of certain forms of language use , in different cultures or social groups , as ' embedded ' and ' illogical ' . This work , notably by Evans - Pritchard ( 1937 ) , Lévi - Strauss ( 1966 ) , Labov ( 1973 ) ...
Page 4
... challenged the gen- eral significance attributed to tests that are claimed to demonstrate the working of logic and suggested that they often test instead such factors as explicitness , the nature of which is more clearly dependent on ...
... challenged the gen- eral significance attributed to tests that are claimed to demonstrate the working of logic and suggested that they often test instead such factors as explicitness , the nature of which is more clearly dependent on ...
Page 7
... challenged this view and have argued for more precise descriptions of the variety of spoken and written forms ... challenges also the ' autonomous ' model of literacy . This brings me back to the work of David Olson , and I examine in ...
... challenged this view and have argued for more precise descriptions of the variety of spoken and written forms ... challenges also the ' autonomous ' model of literacy . This brings me back to the work of David Olson , and I examine in ...
Page 8
... challenge to the ' autonomous ' model of literacy . This coherence can be usefully presented through the representation of these ideas as forming an ' ideological ' model of literacy . Those working through these ideas do sometimes make ...
... challenge to the ' autonomous ' model of literacy . This coherence can be usefully presented through the representation of these ideas as forming an ' ideological ' model of literacy . Those working through these ideas do sometimes make ...
Contents
The Autonomous Model I Literacy and Rationality | 19 |
The Autonomous Model II Goody | 44 |
Literacy and Linguistics | 66 |
The Ideological Model | 95 |
Introduction | 129 |
Maktab Literacy | 132 |
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Common terms and phrases
abstract academic adult literacy ALBSU anthropologists appear argue argument associated assumptions attempt autonomous challenge Cheshmeh claims Clanchy classical Greece cognitive commercial communication concepts consequences of literacy context conventions culture described Dinka language economic English establish ethnocentric explicit fact forms of literacy framework functions Goody Goody's Graff Greenfield groups Hadith Hildyard and Olson ibid illiterate individual instance institutions intellectual involved Iran Iranian Islamic kind knowledge Koran learning linguistic literacy campaigns literacy practices literacy programmes literacy skills literate modes logic Lyons maktab Mashad meaning model of literacy mullah neutral Nicaragua non-literate objectivity oral and literate orchards organisation paralinguistic Parry particular political and ideological problems recognise relation represented scientific significant simply social society speech structure suggests tajers Tanzania teachers teaching theory tion tradition Unesco unschooled Vai script village western Wolof words written forms written language