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 6-10 of 71
Page 5
Brian V. Street. since the 1960s he has attempted to outline what he sees as the import- ance , ' potentialities ' and ' consequences ' of literacy . His views have been adopted by , amongst others , fellow anthropologists as the ...
Brian V. Street. since the 1960s he has attempted to outline what he sees as the import- ance , ' potentialities ' and ' consequences ' of literacy . His views have been adopted by , amongst others , fellow anthropologists as the ...
Page 8
... attempt thereby to lay the foundations for the construction of such a model . Ideas being developed in a number of different disciplines can be seen to have significant underlying premises in common which , I argue , provide a coherent ...
... attempt thereby to lay the foundations for the construction of such a model . Ideas being developed in a number of different disciplines can be seen to have significant underlying premises in common which , I argue , provide a coherent ...
Page 10
... attempting to infer the nature of literacy itself from introspection or experimentation . Harvey J. Graff , a social historian , likewise provides a basis for an alternative more socially based view of literacy ( 1979 ) . He challenges ...
... attempting to infer the nature of literacy itself from introspection or experimentation . Harvey J. Graff , a social historian , likewise provides a basis for an alternative more socially based view of literacy ( 1979 ) . He challenges ...
Page 11
... attempt by ruling groups to assert social control over the potentially disruptive lower orders . School- ing and the techniques for teaching literacy are often forms of hegemony and it would be misleading in such contexts to represent ...
... attempt by ruling groups to assert social control over the potentially disruptive lower orders . School- ing and the techniques for teaching literacy are often forms of hegemony and it would be misleading in such contexts to represent ...
Page 13
... attempt to elicit the underlying theories on which they are based in the light of the analyses developed in Sections 1 and 2. This will involve attention to the general statements of aims and perspectives provided by Unesco confer ...
... attempt to elicit the underlying theories on which they are based in the light of the analyses developed in Sections 1 and 2. This will involve attention to the general statements of aims and perspectives provided by Unesco confer ...
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