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Introduction: Explanations of the current international ���literacy crises���

Chapter


Abstract


  • The almost archetypal innocence of a scene in which one person helps another learn to read or write is matched by the ideological innocence claimed by the disciplines that once exclusively informed that scene-Psychology, Human Development, and Educational Measurement. But the study of reading and writing has become a political pursuit. The most significant events in recent theorizing about reading and writing have been the applications of critical perspectives from sociology, anthropology, history, politics, linguistics, and economics to the study of literacy and literacy education. These perspectives, exemplified in anthologies edited by Baker and Luke (1991), Street (in press/1992), and Wagner (1987), have not only contextualized but have often countered the three traditionally dominant accounts of literacy: the growth-through-heritage account, the cognitive-psychological account, and the skills-and-measurement account (Gilbert, 1989, see especially Chapter 1).

Publication Date


  • 2005

Edition


Citation


  • Welch, A. R., & Freebody, P. (2005). Introduction: Explanations of the current international ���literacy crises���. In Knowledge, Culture And Power: International Perspectives On Literacy As Policy And Practice (pp. 6-22). doi:10.4324/9780203974674-6

International Standard Book Number (isbn) 13


  • 9781135386566

Scopus Eid


  • 2-s2.0-85121188474

Web Of Science Accession Number


Book Title


  • Knowledge, Culture And Power: International Perspectives On Literacy As Policy And Practice

Start Page


  • 6

End Page


  • 22

Place Of Publication


Abstract


  • The almost archetypal innocence of a scene in which one person helps another learn to read or write is matched by the ideological innocence claimed by the disciplines that once exclusively informed that scene-Psychology, Human Development, and Educational Measurement. But the study of reading and writing has become a political pursuit. The most significant events in recent theorizing about reading and writing have been the applications of critical perspectives from sociology, anthropology, history, politics, linguistics, and economics to the study of literacy and literacy education. These perspectives, exemplified in anthologies edited by Baker and Luke (1991), Street (in press/1992), and Wagner (1987), have not only contextualized but have often countered the three traditionally dominant accounts of literacy: the growth-through-heritage account, the cognitive-psychological account, and the skills-and-measurement account (Gilbert, 1989, see especially Chapter 1).

Publication Date


  • 2005

Edition


Citation


  • Welch, A. R., & Freebody, P. (2005). Introduction: Explanations of the current international ���literacy crises���. In Knowledge, Culture And Power: International Perspectives On Literacy As Policy And Practice (pp. 6-22). doi:10.4324/9780203974674-6

International Standard Book Number (isbn) 13


  • 9781135386566

Scopus Eid


  • 2-s2.0-85121188474

Web Of Science Accession Number


Book Title


  • Knowledge, Culture And Power: International Perspectives On Literacy As Policy And Practice

Start Page


  • 6

End Page


  • 22

Place Of Publication