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The Literacy Myth at Thirty (Section II LITERACY AND Welfare) (Essay)

Journal of Social History 2010, Spring, 43, 3

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The new Encyclopedia of Language and Education defines "literacy myth" thus: The inclusion of "literacy myths" in a state-of-the-art multi-volume reference work testifies to the import and power of the phrase descriptively, conceptually, analytically, and metaphorically or rhetorically--not necessarily with full endorsement or consistency--by scholars and commentators in many fields for many years. In much of the academy, this broad recognition of The Literacy Myth, the book, and its chief concept, interpretation, and way of understanding is part of the accepted wisdom and discourse--if not always in the ways I intended it. Joining a canon that I set out to challenge and change in the 1970s and 1980s admittedly is sometimes strange or strained. So, too, was the need especially in The Literacy Myth's earlier years to reject charges that, as a critic of normative perspectives on literacy (in that discourse, a revisionist), to some persons, I was, somehow, anti-literate or a traitor to the educators' cause and investment in claims of the promises of schooling, as we see below. This continues to strike me as odd and unwarranted. After all, I make my way, and my living, through the manipulation of alphabetic symbols and the construction and criticism of texts. (2) (See Fig. 1. Fig. 1 also highlights "new" literacy myths. See Appendix for original arguments in The Literacy Myth.)

The Literacy Myth at Thirty (Section II LITERACY AND Welfare) (Essay)
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  • Available on iPhone, iPad, iPod touch, and Mac.
  • Category: History
  • Published: 22 March 2010
  • Publisher: Journal of Social History
  • Print Length: 57 Pages
  • Language: English
  • Requirements: To view this book, you must have an iOS device with iBooks 1.3.1 or later and iOS 4.3.3 or later, or a Mac with iBooks 1.0 or later and OS X 10.9 or later.

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