scholarly journals The Intercultural Reconstruction of Guarani School Linguistic Human Rights: Social Purviews and Literacy

2015 ◽  
Vol 4 ◽  
pp. 54-70
Author(s):  
Carlos Maroto Guerola
Keyword(s):  
Global Capitalism ◽  
Knowledge Generation ◽  
Cultural Tradition ◽  
Literacy Studies ◽  
Human Right ◽  
New Literacy ◽  
New Literacy Studies ◽  
The Social ◽  
Linguistic Human Rights ◽  
The Right

This paper seeks to contribute to the intercultural reconstruction of the school linguistic human right to literacy2. It questions the monoglossic and universalizing nature with which that right is inserted in the social purview of the dominant groups of global capitalism. Based on a theoretical framework that articulates discourses from Applied Linguistics, Cultural Studies, the Bakhtin Circle, and the New Literacy Studies, in my data analysis I interpret discourses on this concern by the Guarani teachers of the Itaty Indigenous Primary School, located in the Guarani village of Morro dos Cavalos, Santa Catarina, Brazil. Those teachers interculturally reconstruct the right to literacy as the right of the school to safeguard Guarani cultural tradition (claimed upon transformations of the community’s forms of utterance and legitimated practices of knowledge generation and transmission which are brought about by transformations in their economy). This right is also reconstructed as a “weapon of defense and survival” with which to struggle for fuller sovereignty over their forms of utterance and, inseparably, over their economy.

scholarly journals At Play in the Space: The concept of 'the social practice approach' in the Scottish adult literacies field

2013 ◽  
Vol 21 (1) ◽  
pp. 59-84 ◽  
Author(s):  
Aileen Ackland
Keyword(s):  
Critical Pedagogy ◽  
Adult Literacy ◽  
Social Practice ◽  
Personal Construct ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Theoretical Concepts ◽  
The Social ◽  
Practice Approach

This paper focuses on Scotland’s policy response to the International Adult Literacy Survey (1994-1998) and the ‘grand experiment’ (Merrifield 2005) to implement a social practices perspective of literacies.This radical perspective, derived from the New Literacy Studies (NLS), has profound implications for pedagogy and is promoted in Scotland as ‘the social practice approach’.The paper begins with a discussion of the distinctive developments in Scottish policy in the context of the international interest in Adult Literacy. The rhetorical claims made in Scotland are then examined through a study which used a methodology drawn from Personal Construct Theory (PCT) to explore how practitioners understand ‘the social practice approach’. This research found little connection between the theoretical concepts of the New Literacy Studies and practitioners’ interpretations. Dissonances in the data highlighted power issues between policy and practice.In the latter part of the paper, Bernstein’s (2000) ideas about how theoretical knowledge is translated into pedagogical knowledge are used to explore the dissonances further.The paper concludes that there is an ideological conflict of purpose within the discourses of adult literacies in Scotland and that the critical pedagogy implied by the New Literacy Studies is also necessary within teacher education if practice is to be transformed in response to the radical social theory.

Introduction

2019 ◽  
pp. 1-17
Author(s):  
Niv Allon
Keyword(s):  
Literacy Practices ◽  
Group Formation ◽  
Social Contexts ◽  
Historical Background ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Eighteenth Dynasty ◽  
The Social ◽  
Main Figure

The introduction sets up the historical background and the methodological foundations of the book. It first describes the Eighteenth Dynasty in broad strokes and locates Haremhab, the main figure in this book, within this timeframe. Following the historical discussion, the introduction touches upon three main issues at the heart of the book’s methodology: literacy, self-representation, and group formation. Engaging with issues raised by scholars of New Literacy Studies, the book focuses on the social contexts in which literacy practices are used. Building on the works of Stephen Greenblatt and Bruno Latour, the chapter then begins to ask questions regarding the relationships between art, patron, and society.

scholarly journals THE CONCEPT OF NEW LITERACY IN OFFICIAL CURRICULAR DOCUMENTS IN THE STATE OF PARANÁ, BRAZIL

2018 ◽  
Vol 11 (27) ◽  
pp. 201-216
Author(s):  
Jane Cristina Beltramini Berto ◽  
Jonathas de Paula Chaguri
Keyword(s):  
Public Schools ◽  
Social Practice ◽  
Social Practices ◽  
The State ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
The Social ◽  
Teaching Of Writing ◽  
Current Curriculum

This work aims to analyze the concept of new literacy in Curricular Guidelines of Portuguese Language in the State of Paraná, Brazil (Diretrizes Curriculares de Língua Portuguesa do Estado do Paraná, DCE-LP) (PARANÁ, 2008), concerning its process of elaboration after the previous curriculum documents, DCE-LP of 2006, and the Paraná Basic Curriculum of 1990, in order to verify their consonance with theories postulated by Street (1989; 2003), Soares (2000; 2004), and Tfouni (1994), by discussing implications to students’ new literacy in public schools in Paraná, Brazil. The results point to the interweaving of literacy and new literacy studies, with emphasis on the last, aiming the teaching of writing linked to social practices. However, in the current curriculum proposal prevails the ideological model of new literacy in contrast to excerpts of the autonomous model, being far from the social practice present at curriculum proposal.

scholarly journals Indigenous Education and Human Rights

2007 ◽  
Vol 14 (4) ◽  
pp. 425-453 ◽  
Author(s):  
Noam Schimmel
Keyword(s):  
Human Rights ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Cultural Continuity ◽  
Human Right ◽  
Language And Culture ◽  
The Social ◽  
Majority Culture ◽  
Educational Programmes ◽  
The Right

AbstractThe right to an education that is consonant with and draws upon the culture and language of indigenous peoples is a human right which is too often overlooked by governments when they develop and implement programmes whose purported goals are to improve the social, economic and political status of these peoples. Educational programmes for indigenous peoples must fully respect and integrate human rights protections, particularly rights to cultural continuity and integrity. Racist attitudes dominate many government development programmes aimed at indigenous peoples. Educational programmes for indigenous peoples are often designed to forcibly assimilate them and destroy the uniqueness of their language, values, culture and relationship with their native lands. Until indigenous peoples are empowered to develop educational programmes for their own communities that reflect and promote their values and culture, their human rights are likely to remain threatened by governments that use education as a political mechanism for coercing indigenous peoples to adapt to a majority culture that does not recognize their rights, and that seeks to destroy their ability to sustain and pass on to future generations their language and culture.

scholarly journals Multiple Literacies Theory: how it functions, what it produces

Perspectiva ◽  
2010 ◽  
Vol 28 (2) ◽  
pp. 337-352 ◽  
Author(s):  
Diana Masny
Keyword(s):  
Multiple Literacies ◽  
Literacy Studies ◽  
Writing Systems ◽  
New Literacy ◽  
New Literacy Studies ◽  
The World ◽  
The Moment

At the moment, there are two literacy theories that seem to dominate the research on literacies. They are known as the New Literacy Studies (NLS) (BARTON; HAMILTON; IVANIČ; 2002; STREET, 2003) and Multiliteracies (COPE; KALANTZIS, 2009). This article is about a different theory, Multiple Literacies Theory (MLT) that demarcates itself from them ontologically and epistemologically. It will also highlight aspects of NLS and Multiliteracies in order to point out the differences with MLT. This article aims to put forward the major concepts that underlie this theory and present vignettes from a study examining how perceptions of writing systems in multilingual children contribute to reading, reading the world and self as texts.

Theories of the food insecurity ‘problem’ and the right to food ‘solution’

2017 ◽  
Author(s):  
Hannah Lambie-Mumford
Keyword(s):  
Food Insecurity ◽  
Food Systems ◽  
Social Protection ◽  
Social Acceptability ◽  
Human Right ◽  
Right To Food ◽  
The Social ◽  
Definition Of ◽  
The Right ◽  
Sufficient Food

Chapter 3 sets out the key theories with which the book engages: food insecurity and the human right to food. Following on from a conceptualisation and definition of food insecurity, the right to food is introduced. Emphasis is placed on normative element of ‘adequacy and sustainability of food availability and access’ and on the state’s obligation to ‘respect, protect and fulfil the right to food’. Theories of ‘othering’ and ‘agency’ are employed to assess the social acceptability of emergency food systems as a means of acquiring food, and the power of providers to make sufficient food available through these systems and of potential recipients to access it. Theories of ‘care’ and ‘social protection’ are employed to explore the ways in which charitable providers are in practice taking responsibility for the duty to respect, protect and fulfil the right to food and how shifts in welfare policy are affecting need for this provision.

scholarly journals Typing your way to technical identity

Pragmatics ◽  
2015 ◽  
Vol 25 (4) ◽  
pp. 553-572 ◽  
Author(s):  
Patricia G. Lange
Keyword(s):  
Identity Performance ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Online Environments ◽  
Creative Self

Informal, online environments facilitate creative self-expression through typographic and orthographic stylistics. Yet, ideologies of writing may be invoked to discourage written forms that are purportedly difficult to read. This paper analyzes how members of an online, text-based, gaming community negotiate appropriate, written communications as expressions of technical identity. These encounters may reify communities of technologists who are associated with using or avoiding forms such as abbreviations, capital letters, and “leet speak.” Amid the technologizing of the word, the paper argues that those who do not conform to assumed norms may be indexed as less technical than those who do. By examining troubled encounters, the paper explores how metapragmatic negotiations affect creativity and technical identity performance online. The paper argues that contrary to discourses that online interactants pay little attention to written stylistics, the present participants closely attended to subtle and small forms. Further, it discusses how ideologies may be idiosyncratically applied to assist in forming asymmetrical, technical identities. Finally, it argues that technical affiliations are just as important to study as other variables such as gender, ethnicity, age, and class that have traditionally received attention in analyses of ideologies of writing and New Literacy Studies.

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