Powerful Literacies.

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Sonst. Personen	Crowther, Jim (Hrsg.); Hamilton, Mary (Hrsg.); Tett, Lyn (Hrsg.)
Institution	National Inst. of Adult Continuing Education, Leicester (England).
Titel	Powerful Literacies.
Quelle	(2001), (199 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-86201-094-3
Schlagwörter	Access to Information; Adult Basic Education; Adult Literacy; Adult Programs; Bilingualism; Citizen Participation; Citizenship; Democracy; Developed Nations; Developing Nations; Dyslexia; Empowerment; Foreign Countries; Homeless People; Information Technology; Labeling (of Persons); Learning Disabilities; Literacy Education; Power Structure; Public Policy; Social Change; Social Control; Social Discrimination; Social Integration; Telecommunications; Australia; Bangladesh; Ireland; South Africa; United Kingdom + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Bilingualismus; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Staatsbürgerschaft; Demokratie; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Ausland; Homeless person; Homeless persons; Obdachloser; Informationstechnologie; Labeling-Ansatz; Learning handicap; Lernbehinderung; Öffentliche Ordnung; Sozialer Wandel; Soziale Kontrolle; Soziale Benachteiligung; Soziale Schließung; Soziale Integration; Telekommunikationstechnik; Australien; Bangladesch; Irland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Großbritannien
Abstract	These 15 papers share a common theme: seeking to promote literacy as a powerful tool for challenging existing inequalities and dependencies. "Powerful Literacies" (Jim Crowther et al.) is an introduction. Section 1 establishes the theoretical and policy frameworks that underpin the book and shows how literacy is situated in different geographical places, domains, and cultural contexts. "Contexts for Literacy Work" (Brian V. Street) shows a range of discourses that affect both what we understand literacy to be and our approaches to it. "Powerful Literacies" (Mary Hamilton et al.) offers an overview of the policy context within which the developments described in the rest of the book need to be understood. Section 2 is concerned with reflecting on power in terms of the vision behind "empowering initiatives" and with the limitations on what has been achieved because of powerful forces in society. "Signatures and the Lettered World" (Jane Mace) explores the personal significance of being able to write your own name and the power that this embodies. "The Role of Literacy in People's Lives" (Geraldine Castleton) examines the way literacy needs are defined by state agencies and professional groups in Australia who invariably construct homeless people as deficient and requiring training to reach literacy levels assumed to be valued and unproblematic. "Dyslexia and Adult Literacy" (Hugo Kerr) addresses the power of labeling and its consequences in a critique of the literature on developmental dyslexia. "Form-Filling as a Social Practice" (Marcia Fawns, Roz Ivanic) raises the issue of disempowerment and surveillance through a consideration of the politics of official forms. "Literacy, Literacies, and Adult Basic Education and Training in South Africa" (Catherine Kell) sketches an overview of the key developments in policy and provision in adult literacy.""Democracy as a Way of Life" (Jim Crowther, Lyn Tett) argues that literacy can contribute to democracy as a way of life. Section 3 discusses how learners and teachers can be repositioned as active subjects and citizens rather than passive objects. "The Politics of Really Useful Literacy" (Ian Martin, Habibur Rahman) positions adult literacy in the process of collective struggles against inequality and injustice in Bangladesh. "Speaking as Equals to Professionals" (Catherine Jamieson) looks at a small-scale practical attempt to equalize power relationships by working in partnership with service users to develop literacies that value difference. "Empowering Literacy Learners and Teachers" (Fiona Frank) discusses the right of access to knowledge, including the infrastructure and use of communication technology. "Using Scots Literacy in Family Literacy Work" (Alan F.P. Addison) situates literacy in a discourse of cultural politics and how adult learners are positioned negatively by this. "Challenges to Sharing Power in Adult Literacy Programs" (Mary Norton) addresses developing more democratic interpersonal encounters. "Multiple Literacies in Practice" (Sue Gardener, Ann Janssen) shows how bilingual communities in east London are positioned in public policy as having language problems rather than being language resources. Papers contain references. (YLB)
Anmerkungen	National Institute of Adult Continuing Education, 21 De Montfort Street, Leicester LE1 7GE, United Kingdom (15.95 British pounds). Web site: http://www.niace.org.uk.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC