Drawing on scholarship in a variety of disciplines—philosophy, political theory, sociology, sociolinguistics, anthropology, literary theory, rhetoric—the authors outline an approach to the study of literacy that does not neglect the cognitive or individual aspects of literacy but rather sees them as largely shaped by the social forces of our political, economic, and educational systems. Ranging from the first-year writing class to adult literacy programs, the essays point the way to effective teaching strategies, program design, and research opportunities.
Seven new chapters—on such topics as collaborative writing, discourse communities, women's literacy, and functional literacy—and eight previously published ones make up the book, providing a comprehensive theory of writing as social action.
Contents:
Introduction
1. The Ecology of Writing 2. A Post-Freirean Model for Adult Literacy Education 3. Unhappy Consciousness in First-Year English: How to Figure Things Out for Yourself 4. Evaluation in Adult Literacy Programs 5. Talking About Protocols 6. More Talk About Protocols 7. Cohesion, Coherence, and Incoherence 8. Contet as Vehicle: Implicatures in Writing 9. The Social Context of Literacy Education 10. Women's Ways of Writing 11. Nominal and Active Literacy 12. Community-Based Organizations as Providers of Education 13. Educational Aspects of Civilian Volunteer Corps 14. Why Are We Talking About Discourse Communities? Or, Foundationalism Rears Its Ugly Head Once More 15. Teaching Is Remembering.
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Dynamic duo.
