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 64
Page 6
... significance of the response to colonisation . The model misleads us as to what literacy meant to the participants themselves in the social upheavals that were taking place at that time and in which it played a significant part . In ...
... significance of the response to colonisation . The model misleads us as to what literacy meant to the participants themselves in the social upheavals that were taking place at that time and in which it played a significant part . In ...
Page 7
... significant difference between speech and writing . The assumption that speech and writing were fulfilling the same functions and the inability to recognise their separate character made it possible to use one as the model for another ...
... significant difference between speech and writing . The assumption that speech and writing were fulfilling the same functions and the inability to recognise their separate character made it possible to use one as the model for another ...
Page 8
... significant underlying premises in common which , I argue , provide a coherent challenge to the ' autonomous ' model ... significance and it cannot , therefore , be helpfully separ- ated from that significance and treated as though it ...
... significant underlying premises in common which , I argue , provide a coherent challenge to the ' autonomous ' model ... significance and it cannot , therefore , be helpfully separ- ated from that significance and treated as though it ...
Page 10
... significance of literacy separately from the influence of schooling , with which it is generally conflated . Although this approach provides a useful corrective to the grander claims of Goody and others , it poses an unresolved ...
... significance of literacy separately from the influence of schooling , with which it is generally conflated . Although this approach provides a useful corrective to the grander claims of Goody and others , it poses an unresolved ...
Page 11
... significant challenge to the ideas about literacy that have been generally accepted until recently and provides the essential starting point from which to construct an alternative approach . Section 2 : Literacy in Theory and Practice I ...
... significant challenge to the ideas about literacy that have been generally accepted until recently and provides the essential starting point from which to construct an alternative approach . Section 2 : Literacy in Theory and Practice I ...
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