Literaturnachweis - Detailanzeige
| Autor/in | Ryden, Wendy |
|---|---|
| Titel | Conflicted Literacy: Frederick Douglass's Critical Model |
| Quelle | In: Journal of Basic Writing (CUNY), 24 (2005) 1, S.4-23 (20 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0147-1635 |
| Schlagwörter | Working Class; Basic Writing; Literacy; Personal Narratives; Minority Group Children; Writing Instruction; Teaching Methods; Higher Education |
| Abstract | Literacy narratives have been pedagogically important in writing instruction, particularly in the basic writing class, as a means for students to interrogate the politics of language and education and thus to establish a critical connection to writing. But the literacy narrative as a critical genre is problematic. Such narratives often are absorbed by and promote the "literacy myth," a culturally conservative belief in the unqualified developmental power of literacy. Frederick Douglass's 1845 Narrative is often a major textual site of perpetuating such ideology. Minority and working class students especially are asked to understand the importance of reading and writing to their own intellectual and cultural development by absorbing the "lesson" of Douglass's fight to acquire literacy. But a close reading of his text reveals a more complicated, radical notion of literacy acquisition than is often credited to Douglass. This essay explores the rhetoric of literacy narratives and the critical model that Douglass offers. (Contains 3 notes.) (Author). |
| Anmerkungen | Boyd Printing Company, Inc., 49 Sheridan Ave., Albany, NY 12210. Tel: 800-877-2693 (Toll Free); Tel: 518-436-9686; Web site: http://www.boydprinting.com. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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