Irish Vernacular Origin Stories: Language, Literacy, Literature

2018 ◽  
pp. 259-273 ◽  
2015 ◽  
Vol 16 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Kelly Farquharson

Speech sound disorders are a complex and often persistent disorder in young children. For many children, therapy results in successful remediation of the errored productions as well as age-appropriate literacy and academic progress. However, for some children, while they may attain age-appropriate speech production skills, they later have academic difficulties. For SLPs in the public schools, these children present as challenging in terms of both continuing treatment as well as in terms of caseload management. What happens after dismissal? Have these children truly acquired adequate speech production skills? Do they have lingering language, literacy, and cognitive deficits? The purpose of this article is to describe the language, literacy, and cognitive features of a small group of children with remediated speech sound disorders compared to their typically developing peers.


2011 ◽  
Vol 9 ◽  
Author(s):  
Brodwyn Fischer

There are numerous historical critiques of elitist educational policies in Brazil, as well as studies of the racial and gender dynamics of education, and scholars have routinely lamented the historical lack of access to schooling among the Brazilian poor. But surprisingly few historians have taken on language and education as durable categories of inequality—created, recognized, legitimized, and acted upon over many generations, constitutive elements in Brazil’s constellation of social difference. This is especially remarkable given the rich and repeated emphasis on language, literacy, and education that characterized debates about Brazilian inequality in the century after independence.


2020 ◽  
Vol 83 (4) ◽  
pp. 663-690
Author(s):  
Susan J. Wolfson
Keyword(s):  

Sociology ◽  
2021 ◽  
pp. 003803852098222
Author(s):  
Sam Friedman ◽  
Dave O’Brien ◽  
Ian McDonald

Why do people from privileged class backgrounds often misidentify their origins as working class? We address this question by drawing on 175 interviews with those working in professional and managerial occupations, 36 of whom are from middle-class backgrounds but identify as working class or long-range upwardly mobile. Our findings indicate that this misidentification is rooted in a self-understanding built on particular ‘origin stories’ which act to downplay interviewees’ own, fairly privileged, upbringings and instead forge affinities to working-class extended family histories. Yet while this ‘intergenerational self’ partially reflects the lived experience of multigenerational upward mobility, it also acts – we argue – as a means of deflecting and obscuring class privilege. By positioning themselves as ascending from humble origins, we show how these interviewees are able to tell an upward story of career success ‘against the odds’ that simultaneously casts their progression as unusually meritocratically legitimate while erasing the structural privileges that have shaped key moments in their trajectory.


Multilingua ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Pirjo Kristiina Virtanen ◽  
Francisco Apurinã ◽  
Sidney Facundes

Abstract This article looks at what origin stories teach about the world and what kind of material presence they have in Southwestern Amazonia. We examine the ways the Apurinã relate to certain nonhuman entities through their origin story, and our theoretical approach is language materiality, as we are interested in material means of mediating traditional stories. Analogous to the ways that speakers of many other languages who distinguish the entities that they talk to or about, the Apurinã make use of linguistic resources to establish the ways they interact with different entities. Besides these resources, the material means of mediating stories is a crucial tool to narrate the worlds of humans and nonhumans. Storytelling requires material mediation, and a specific context of plant substances. It also involves community meeting as a space of trust in order to become a communicative practice and effectively introduce the history of the people. Our sources are ethnography, language documentation, and autoethnography.


2021 ◽  
pp. 146960532110198
Author(s):  
María Nieves Zedeño ◽  
Evelyn Pickering ◽  
François Lanoë

We highlight the significance of process, event, and context of human practice in Indigenous Creation traditions to integrate Blackfoot “Napi” origin stories with environmental, geological, and archaeological information pertaining to the peopling of the Northwestern Plains, where the northern Rocky Mountain Front may have played a prominent role. First, we discuss the potential and limitations of origin stories generally, and Napi stories specifically, for complementing the fragmentary records of early human presence in the Blackfoot homeland. Second, we demonstrate the intimate connection among processes, events, place-making practices, and stories. Last, we aim to expand multivocality in the interpretation of the deep past through an archaeological practice that considers Indigenous philosophies and stories to be as valid as non-Indigenous ones.


Sign in / Sign up

Export Citation Format

Share Document