Offers a detailed examination of theories about literacy developed by different academic disciplines and proposes an "ideological" model of literacy. Looks at contemporary literacy practices in the third world and Britain and, in particular, the literacy campaigns conducted by UNESCO.
Social Literacies develops new and critical approaches to the understanding of literacy in an international perspective. It represents part of the current trend towards a broader consideration of literacy as social practices, and as its title suggests, it focuses on the social nature of reading and writing and the multiple character of literacy practices.
This volume brings together in a new way the traditions of language, ethnography, and education in particular — integrating New Literacy Studies and Bourdieusian sociology with ethnographic approaches to the study of classroom practice.
Abstract. This introduction sets the scene for the remainder of the book by considering first the international context of widespread concern about the improvement of numeracy skills. This is related to reform movements in the UK, the US and other countries aimed at modernising primary (elementary) school mathematics curricula. A detailed account is given of the National Numeracy Strategy in England, a systemic government-imposed response to concern about standards implemented in 1999/2000. This includes a discussion of the alternative meanings of numeracy. An earlier initiative sponsored by a UK charitable trust reacting to concern about primary numeracy was the Leverhulme Numeracy Research Programme. This large-scale longitudinal study and linked set of case-study projects, focusing on reasons for low attainment, took place during 1997-2002. This book, and each other in the same series, is based on results of that research. The timescale fortuitously enabled the research team to also report on some effects of the systemic reform in the National Numeracy Strategy. 1. THE INTERNATIONAL CONTEXT In many countries, there are recurring periods of national concern about the low standards of calculation skills shown by children in primary (elementary) schools. Recently these concerns have become more urgent and more political with the publication of international comparisons of mathematical achievement, first at secondary and more recently at primary level (e. g. Lapointe, Mead et al. 1992; Mullis et al. , 1997).
Literacy and Development is a collection of case studies of literacy projects around the world. The contributors present their in-depth studies of everyday uses and meanings of literacy and of the literacy programmes that have been developed to enhance them. Arguing that ethnographic research can and should inform literacy policy in developing countries, the book extends current theory and itself contributes to policy making and programme building. A large cross-section of society is covered, with chapters on Women's literacy in Pakistan, Ghana, and Rural Mali, literacy in village Iran, and an 'Older Peoples' Literacy Project. This international collection includes case studies from: Peru, Pakistan, India, South Africa, Bangladesh, Mali, Nepal, Iran, Eritrea, Ghana.
Social Literacies develops new and critical approaches to the understanding of literacy in an international perspective. It represents part of the current trend towards a broader consideration of literacy as social practices, and as its title suggests, it focuses on the social nature of reading and writing and the multiple character of literacy practices.
First published in 1975, this study is concerned with the representation of non-European people in English popular fiction in the period from 1858-1920. It examines the developments in thinking about people across the world and shows how they affected writers’ views of evolution, race, heredity and of the life of the so-called ‘primitive’ man. This book will be of interest to those studying 19th century literature.
Offers a detailed examination of theories about literacy developed by different academic disciplines and proposes an "ideological" model of literacy. Looks at contemporary literacy practices in the third world and Britain and, in particular, the literacy campaigns conducted by UNESCO.
White Collar Crime: The Essentials is a comprehensive, yet compact text addresses the most important topics in white collar crime, while allowing for more accessibility through cost. Author Brian Payne provides a theoretical framework and context for students and explores such timely topics as crimes by workers sales oriented systems, crimes in the health care system, crimes by criminal justice professionals and politicians, crimes in the educational system, crimes in the economic and technological systems, corporate crime, environmental crime, and others. This is an easily-supplemented resource for any course that covers white collar crime.
The thoroughly updated Second Edition of White Collar Crime: The Essentials continues to be a comprehensive, yet concise, resource addressing the most important topics students need to know about white-collar crime. Author Brian K. Payne provides a theoretical framework and context for students that explores such timely topics as crimes by workers, sales-oriented systems, crimes in the health care system, crimes by criminal justice professionals and politicians, crimes in the educational system, crimes in economic and technological systems, corporate crime, environmental crime, and more. This easy to read teaching tool is a valuable resource for any course that covers white-collar crime.
The authors weave together narratives of practice and theory that draw on their own field work and that of a novice ethnographer. Their stories take us outside the usual progression of how-to-do-ethnography, which moves from research question to data collection and analysis to publication. Readers learn of the motivations and mishaps behind the authors’ own classic ethnographic studies of language, multimodal literacies, and community practices. The authors use their stories to illustrate the power of curiosity, connection, and continuity in ethnographic pursuits. Keeping language and literacy the central concern, this volume offers practical ways for ethnographers to sustain their attention to a constant comparative perspective and to patterns of co-occurrence in language structures, uses, and values. Appropriate for new and experienced researchers, this readable volume: Illustrates three primary learning environments for the work of ethnographers: self-directed learning, informal communities of learners, and instructional settings within formal education. Stresses that “doing ethnography” involves engagement with public life and cannot be separated out as an academic activity. Includes examples of ethnographic studies in Australia, Iran, South Africa, the United Kingdom, and the United States.
The friendly style and local color of this eclectic guide are what separate it from the hundreds of other guidebooks to the D.C. area. Completely rewritten and updated for 1998, use this guide to plan elegant getaways, educational family excursions, successful business retreats or a permanent relocation to the nation's capital.
Provides summaries for each film along with information on their production history, importance to the genre, warnings for viewer discretion, and DVD availability.
Lonely Planet’s New York & the Mid Atlantic is your passport to the most relevant, up-to-date advice on what to see and skip, and what hidden discoveries await you. Watch the world go by in New York’s Central Park, hop between grand sights and museums in Washington DC’s National Mall, and explore postcard-perfect Pennsylvania Dutch Country – all with your trusted travel companion.
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