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
Page
... functions of writing are carried out in oral cultures . The series will be interdisciplinary , but with particular emphasis on social an- thropology and social history , and will encourage cross - fertilisation between these disciplines ...
... functions of writing are carried out in oral cultures . The series will be interdisciplinary , but with particular emphasis on social an- thropology and social history , and will encourage cross - fertilisation between these disciplines ...
Page 3
... functions of language in a way that is less possible in oral discourse ( 1978 ) . Patricia Greenfield , whose work they refer to for ethnographic support , applied aspects of Bernstein's concepts of elaborate and re- stricted codes to ...
... functions of language in a way that is less possible in oral discourse ( 1978 ) . Patricia Greenfield , whose work they refer to for ethnographic support , applied aspects of Bernstein's concepts of elaborate and re- stricted codes to ...
Page 7
... functions and the inability to recognise their separate character made it possible to use one as the model for another . In England the ' traditional grammatical rules of school text books ' were derived from written language which was ...
... functions and the inability to recognise their separate character made it possible to use one as the model for another . In England the ' traditional grammatical rules of school text books ' were derived from written language which was ...
Page 8
... function as a form of social control ) ; 4 the processes whereby reading and writing are learnt are what construct the meaning of it for particular practitioners ; 5 we would probably more appropriately refer to ' literacies ' than to ...
... function as a form of social control ) ; 4 the processes whereby reading and writing are learnt are what construct the meaning of it for particular practitioners ; 5 we would probably more appropriately refer to ' literacies ' than to ...
Page 11
... function- ing . Developments in sociolinguistics , of the kind examined in Chapter 4 , can also be linked with recent work in literacy criticism which lends support to the ' ideological ' model of literacy and helps to move us away from ...
... function- ing . Developments in sociolinguistics , of the kind examined in Chapter 4 , can also be linked with recent work in literacy criticism which lends support to the ' ideological ' model of literacy and helps to move us away from ...
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 |
Other editions - View all
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