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Record Nr. |
UNINA9910450401803321 |
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Autore |
Collins James <1952-> |
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Titolo |
Literacy and literacies : texts, power, and identity / / James Collins, Richard Blot [[electronic resource]] |
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Pubbl/distr/stampa |
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Cambridge : , : Cambridge University Press, , 2003 |
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ISBN |
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1-107-12746-7 |
1-280-41723-4 |
0-511-17956-1 |
1-139-14558-4 |
0-511-06591-4 |
0-511-05960-4 |
0-511-33079-0 |
0-511-48666-9 |
0-511-06804-2 |
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Descrizione fisica |
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1 online resource (xx, 217 pages) : digital, PDF file(s) |
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Collana |
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Studies in the social and cultural foundations of language ; ; 22 |
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Disciplina |
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Soggetti |
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Literacy - Social aspects |
Sociolinguistics |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Title from publisher's bibliographic system (viewed on 05 Oct 2015). |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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; Introduction: texts, power and identity -- The literary thesis: vexed questions of rationality, development, and self -- Situated approaches to the literacy debate -- Literacies and power in modern nation states: EuroAmerican lessons -- Literacies and identity formation: American cases -- Literacy, power and identity: colonial legacies and indigenous transformations -- Conclusion: Literacy lessons: beginnings, ends, and implications. |
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Sommario/riassunto |
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Literacy and Literacies is an engaging account of literacy and its relation to power. The book develops a synthesis of literacy studies, moving beyond received categories, and exploring the domain of power through questions of colonialism, modern state formation, educational systems and official versus popular literacies. Collins and Blot offer in-depth critical discussion of particular cases and discuss the role of |
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literacies in the formation of class, gender, and ethnic identity. Through their analysis of two domains - those of literacies and power, and of literacies and subjectivity - they challenge received assumptions about literacy, intellectual development and social progress and argue that neither 'universalist' nor 'particularist' accounts offer satisfactory approaches to the phenomenon. This is a sustained exploration of the domain of power in relation to literacy. It will be welcomed by students and researchers in anthropology, linguistics, literacy studies and history. |
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