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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... . Finally , I shall attempt to show how the model applies to certain Unesco programmes for literacy and also to adult literacy campaigns in the UK and the USA . INTRODUCTION Section 1 : Literacy in Theory I shall use Prolegomenon xi.
... . Finally , I shall attempt to show how the model applies to certain Unesco programmes for literacy and also to adult literacy campaigns in the UK and the USA . INTRODUCTION Section 1 : Literacy in Theory I shall use Prolegomenon xi.
Page 1
... programmes . The model tends , I claim , to be based on the ' essay - text ' form of literacy and to generalise broadly from what is in fact a narrow , culture - specific literacy practice . The main outlines of the model occur in ...
... programmes . The model tends , I claim , to be based on the ' essay - text ' form of literacy and to generalise broadly from what is in fact a narrow , culture - specific literacy practice . The main outlines of the model occur in ...
Page 2
... programme outlines . What is not specified is what specific literacy practices and concepts 40 % of the population are supposed to acquire . Yet comparative material , some of which Anderson himself provides , demonstrates that such ...
... programme outlines . What is not specified is what specific literacy practices and concepts 40 % of the population are supposed to acquire . Yet comparative material , some of which Anderson himself provides , demonstrates that such ...
Page 11
... programmes in particular are to be found in a particular area of Iran . I suggest that the detailed study of one such area provides a concrete test of the ideas formulated in Chapters 1-4 and that the material from this area has some ...
... programmes in particular are to be found in a particular area of Iran . I suggest that the detailed study of one such area provides a concrete test of the ideas formulated in Chapters 1-4 and that the material from this area has some ...
Page 12
... programmes follow from the adop- tion of the ' ideological ' model of literacy ? The final section of the book will be concerned particularly with this latter question . Section 3 : Literacy in Practice In the first chapter 12 Introduction.
... programmes follow from the adop- tion of the ' ideological ' model of literacy ? The final section of the book will be concerned particularly with this latter question . Section 3 : Literacy in Practice In the first chapter 12 Introduction.
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