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. |
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... economic , social and cultural development , and examine how what we take to be the common functions of writing are carried out in oral cultures . The series will be interdisciplinary , but with particular emphasis on social an ...
... economic , social and cultural development , and examine how what we take to be the common functions of writing are carried out in oral cultures . The series will be interdisciplinary , but with particular emphasis on social an ...
Page 2
... economic ' take off or in terms of cognitive skills . An influential example of the former representation is the claim by Anderson ( 1966 ) that a society requires a 40 % literacy rate for economic ' take off , a hypothesis that recurs ...
... economic ' take off or in terms of cognitive skills . An influential example of the former representation is the claim by Anderson ( 1966 ) that a society requires a 40 % literacy rate for economic ' take off , a hypothesis that recurs ...
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... State schools in the village and compare this with what I term ' commercial ' literacy , which developed as a means of handling the economic expansion generated by the oil money . In the village , the leading Introduction 11.
... State schools in the village and compare this with what I term ' commercial ' literacy , which developed as a means of handling the economic expansion generated by the oil money . In the village , the leading Introduction 11.
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... economic functions . An Iranian work - oriented literacy programme , for instance , was ac- cepted as increasing ' the social exclusiveness of general secondary higher education in order to secure greater economic efficiency in resource ...
... economic functions . An Iranian work - oriented literacy programme , for instance , was ac- cepted as increasing ' the social exclusiveness of general secondary higher education in order to secure greater economic efficiency in resource ...
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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