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 41
Page 3
... literate modes rather than stressing a ' great divide ' . The writers I am discussing do not necessarily couch their argument in the terms I am adopting . But , nevertheless , I maintain that the use of the term ' model ' to describe ...
... literate modes rather than stressing a ' great divide ' . The writers I am discussing do not necessarily couch their argument in the terms I am adopting . But , nevertheless , I maintain that the use of the term ' model ' to describe ...
Page 4
... modes of communication is that oral and literate modes are ' mixed ' in each society . There is nothing absolute about a shift to greater use of literate modes , which is better described as a change in the ' mix ' . Oral conventions ...
... modes of communication is that oral and literate modes are ' mixed ' in each society . There is nothing absolute about a shift to greater use of literate modes , which is better described as a change in the ' mix ' . Oral conventions ...
Page 5
... literate ' and ' non - literate ' . He be- lieves that this distinction is similar to , but more useful than , that ... modes of communication in a way that gives insufficient credit to the reality of ' mixed ' and interacting modes ...
... literate ' and ' non - literate ' . He be- lieves that this distinction is similar to , but more useful than , that ... modes of communication in a way that gives insufficient credit to the reality of ' mixed ' and interacting modes ...
Page 9
... literacy determin- ism ' suggests . Classes and the development of individualism , which Goody related to the spread of literacy , were taken by Gough to derive from the ' division of labour and the relationship to the mode of produc ...
... literacy determin- ism ' suggests . Classes and the development of individualism , which Goody related to the spread of literacy , were taken by Gough to derive from the ' division of labour and the relationship to the mode of produc ...
Page 10
... literacy practice ( 1979 ) . He argues that the shift was facilitated by the continuing ' mix ' of oral and literate modes and that written forms were adapted to oral practice rather than radically changing it . He thus provides ...
... literacy practice ( 1979 ) . He argues that the shift was facilitated by the continuing ' mix ' of oral and literate modes and that written forms were adapted to oral practice rather than radically changing it . He thus provides ...
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