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 65
Page 2
... recognise the ideological and therefore culturally embedded nature of such practices . The model stresses the significarce of the socialisation process in the construction of the meaning of literacy for participants and is therefore ...
... recognise the ideological and therefore culturally embedded nature of such practices . The model stresses the significarce of the socialisation process in the construction of the meaning of literacy for participants and is therefore ...
Page 7
... 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 taken as the standard for ...
... 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 taken as the standard for ...
Page 8
... recognise cleavages in the field , to expose hidden contradictions , and to begin the work of cross - cultural comparison and generalisation on the basis of a worked out model of literacy . This model has the following characteristics ...
... recognise cleavages in the field , to expose hidden contradictions , and to begin the work of cross - cultural comparison and generalisation on the basis of a worked out model of literacy . This model has the following characteristics ...
Page 13
... recognising that teaching literacy to people who would after- wards have no personal use for reading and writing was futile , proposed the creation of a ' literacy environment ' in which the skills learnt would not atrophy ( Unesco ...
... recognising that teaching literacy to people who would after- wards have no personal use for reading and writing was futile , proposed the creation of a ' literacy environment ' in which the skills learnt would not atrophy ( Unesco ...
Page 15
... recognise that the system had failed them . In some sectors of the literacy programme , students were encouraged not only to produce their own written material for classroom use etc. but to work through the whole production process ...
... recognise that the system had failed them . In some sectors of the literacy programme , students were encouraged not only to produce their own written material for classroom use etc. but to work through the whole production process ...
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