Rewriting Literacy: Culture and the Discourse of the Other

By Candace Mitchell; Kathleen Weiler | Go to book overview

Rewriting Literacy

Culture and the Discourse of the Other

Edited by Candace Mitchell and Kathleen Weiler

Critical Studies in Education and Culture Series Edited by Henry A. Giroux and Paulo Freire

BERGIN & GARVEY New York · Westport, Connecticut · London

-iii-

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Rewriting Literacy: Culture and the Discourse of the Other
Table of contents

Table of contents

  • Critical Studies in Education and Culture Series ii
  • Title Page iii
  • Contents vii
  • Series Introduction: Literacy, Difference, and the Politics of Border Crossing ix
  • Notes xvi
  • Preface xvii
  • References xxvi
  • Acknowledgments xxix
  • Part I Literacy, Discourse, and Power 1
  • 1: What is Literacy? 3
  • References 10
  • 2: Discourses of Power, the Dialectics of Understanding, the Power of Literacy 13
  • References 32
  • 3: The Struggle for Voice: Narrative, Literacy, and Consciousness in an East Harlem School 35
  • Conclusion 51
  • References 54
  • 4: "Gimme Room: School Resistance, Attitude, and Access to Literacy 57
  • Conclusion 70
  • References 72
  • Part II Multiple Ways of Constructing Reality 75
  • 5: The Narrativization of Experience in the Oral Style 77
  • Note 94
  • References 94
  • Appendix 98
  • 6: Hearing the Connections in Children's Oral and Written Discourse 103
  • Conclusion 118
  • Notes 120
  • References 121
  • 7: Discourse on Systems and Aspirin Bottles: On Literacy 123
  • References 135
  • Part III The Politics of Reading and Writing 137
  • 8: The Importance of the Act of Reading 139
  • 9: The Politics of an Emancipatory Literacy in Cape Verde 147
  • References 159
  • 10: Tropics of Literacy 161
  • References 167
  • 11: The Construction of School Knowledge: A Case Study 169
  • Conclusion 185
  • References 186
  • 12: Benjamin's Story 189
  • Notes 195
  • References 196
  • 13: Petra: Learning to Read at 45 197
  • References 207
  • Part IV Literacy, History, and Ideology 209
  • 14: How Illiteracy Became a Problem (and Literacy Stopped Being One) 211
  • References 226
  • 15: Hegemonic Practice: Literacy and Standard Language in Public Education 229
  • Conclusion 246
  • Notes 249
  • References 251
  • 16: Popular Literacy and the Roots of the New Writing 255
  • Conclusion 266
  • Notes 267
  • References 267
  • Index 271
  • About the Editors and Contributors 279
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