Scribner: Literacy in three metaphors
- Why would there be proponents of bounded literacy, i.e., why would there be supporters of a conception of literacy that has fixed boundaries?
- Would it be fair to argue that the quest to offer a universal definition of literacy can be explained, at least in part, by an over-reliance on classification or scientism that (arguably) pervades western intellectual thought? Why or why not?
- Do you agree with Scribner that definitions of literacy can only be arrived at synchronically, i.e., at a particular moment as opposed to diachronically (over time)? Why or why not?
- How is literacy a social justice issue? To this question, how has literacy been used as a "hegemonic tool"; and, how can the obverse be made true, that is, how can literacy be used as a tactical, subversive tool? Offer an example.
I believe that the quest of a universal definition of literacy can be partially explained by the current western philosophy of scientism. Even though this way of thinking has brought many discoveries, it has also come to dominate every field of study and has imposed the standards and methods of which it is esteemed so highly onto fields that do not necessarily fit in with classification. In other words, everything can and must be categorized, analyzed, and explained; if for some reason something fails to follow this pattern and fit into our box of thought, then there is all the more a push to break it down and make it fit. This focus on the details and categorization is that complex, abstract ideas like literacy get forcefully labeled as having certain characteristics or not being a certain way in our obsessive attempt to make it fit to the scientific model. This almost forced way of explaining everything can be seen in the points that Scribner makes and his case study of Vai people of West Africa. Although many individuals are trying to explain and define literacy in one encompassing definition that can be applied to all aspects of literacy and to all people, all of the metaphors that Scribner offered failed to truly encompass what literacy was in this village. For every definition offered, there is one exception or contradiction that exists.
ReplyDeleteIn response to "how is literacy a social justice issue", I would like to explore how literacy is a powerful hegemonic tool, and how it has been used in order to subjugate and oppress minority outsiders throughout history. There are ample examples of why literacy is a powerful hegemonic tool, but the central theme that runs through all use of literacy in this colonialist manner is the intent to exclude or oppress people who are not in the culture of literacy power. If there is a dominant imperialist culture trying to use a piece of land or people to its advantage, it can use literacy as a tool to persecute and alienate people. I think to the voter registration tests that were used in the south in order to prevent african americans from registering to vote: in the south the white hegemonic culture feared and distrusted black people throughout the history of the united states. White slaveowners knew that they should not educate their slaves if they were to continue to maintain them as property, because inclusion into the elite culture of literacy would speed and incite rebellion from people who gained the rights in the culture of literate power. Clearly imperialist and hegemonic interests have been using literacy to manipulate and control subjugated peoples throughout written history, and so clearly this is a social justice issue, due to the fact that there is still clear inequities in the literacy culture.
ReplyDeleteI helped my Mom and It Helped Me: Translating the Skills of Language Brokers into Improved Standardized Test Scores-Lisa Dorner, Marjorie Orellana, Christine Li-Grining
ReplyDeleteThis study illustrates the regularity with which Mexican children immigrants in Chicago interpret languages, and tests the hypothesis that "language brokering" or 'mediators' is related to academic outcomes. Researchers discovered that language brokering causes stress for some youths, but, remarkably Latino children did not view the practice as stressful, thus, the amount of stress associated with language brokering is likely dependent on social context. Nonetheless, (Burial and colleagues) found out that there is a positive correlation between language brokering and academic performance. Authors tested this, and found out that if families work together on purposeful and challenging translating tasks on a regular basis, children's academic outcomes and development may be enhanced.
• In what ways is this article related to “In Other Words…” and what are some differences? Do the authors come to a similar conclusion?
• How can you incorporate unbiased content for bilingual students in the classroom.
• How does the notion of the ‘stereo-type threat’ affect language brokering?