ABSTRACT
Moving beyond current theories on literacy practices, this edited collection sheds new light on the complexities inherent to the social, cultural, and ideological contexts in which literacy practices are realized. Building on Brian V. Street’s scholarship, contributors discuss literacy as intrinsically social and ideological, and examine how the theorizing of literacy practices has evolved in recognition of the diverse contexts in which written language is used. Breaking new intellectual and theoretical ground, this book brings together leading literacy scholars to re-examine how educational and sociocultural contexts frame and define literacy events and practices. Drawing from the richness of Brian V. Street’s work, this volume offers insights into fractures, tensions, and developments in literacy for scholars, students, and researchers.
TABLE OF CONTENTS
chapter 1|11 pages
Introduction
part I|67 pages
Literacy as Social
chapter 4|30 pages
Ideologies Languaged into Being
part II|31 pages
Literacy Practices and Language Ideologies
chapter 5|14 pages
Making of Narrative
chapter 6|15 pages
Ideological Battles Over Quechua Literacy in Perú
part III|27 pages
Literacy Practices Framed by Recognition of Complex Heteroglossic Social Contexts
chapter 7|11 pages
Literacy Teaching and Learning in School as Polyphonic
part IV|53 pages
Literacy as Praxis in Complex Educational Contexts
chapter 9|11 pages
Literacy Research as Ideological Practice
chapter 12|12 pages
Approaches to Academic Literacy Instruction
part V|39 pages
Literacy and Personhood
part VI|10 pages
The Conversation Continues