Cross-Cultural Approaches to Literacy

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Brian V. Street
Cambridge University Press, Mar 25, 1993 - Education - 321 pages
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Brian Street's volume investigates the meanings and uses of literacy in different cultures and societies. These largely ethnographic essays bring together anthropological and linguistic work written over the past ten years by anthropologists and sociolinguists. Accounts of literacy practices vary from one context to another, and challenge the view that literacy is a single, uniform skill, essential to functioning in a modern society. The conclusions reached will be crucial for future researchers, and of interest to educators, developers and practitioners in the field.
 

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Contents

VI
30
VII
62
VIII
87
IX
110
X
135
XI
143
XII
156
XIII
176
XIV
198
XV
221
XVI
228
XVII
247
XVIII
272
XIX
294
XX
315
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Page 5 - My argument will be that there is a transition from utterance to text both culturally and developmentally and that this transition can be described as one of increasing explicitness, with language increasingly able to stand as an unambiguous or autonomous representation of meaning.
Page 5 - By isolating thought on a written surface, detached from any interlocutor, making utterance in this sense autonomous and indifferent to attack, writing presents utterance and thought as uninvolved with all else, somehow self-contained, complete.
Page 7 - Studies support an ideological model of literacy which signals explicitly that literacy practices are aspects not only of culture but also of power structures (Street, 1995; Baynham, 1995). Viewed in this way, school-sanctioned literacy - or 'Literacy', as referred to by Street (1995: 14) - is just one of a multiplicity of literacies which take place in people's lives, in different domains, for a variety of purposes and in different languages.

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