First book from the new World of Writing series Interdisciplinary, drawing on the fields of linguistics, psychology, history, sociology, philosophy, anthropology and history of art Illustrated with black and white plates of works by Wyndham Lewis and David Jones, including the painted frontispiece to T.S. Eliott's A Symposium for his Seventieth Birthday
An important contribution to the multi-disciplinary study of literacy, narrative and culture, this work argues that literacy is perhaps best described as an ensemble of socially and historically embedded activities of cultural practices. It suggests viewing written language, producing and distributing, deciphering and interpreting signs, are closely related to other cultural practices such as narrative and painting. The papers of the first and second parts illustrate this view in contexts that range from the pre-historical beginnings of tracking signs' in hunter-gatherer cultures, and the emergence of modern literate traditions in Europe in the 17th to 19th century, to the future of electronically mediated writing in times of the post-Gutenberg galaxy. The chapters of the third present results of recent research in developmental and educational psychology. Contributions by leading experts in the field make the point that there is no theory and history of writing that does not presuppose a theory of culture and social development. At the same time, it demonstrates that every theory and history of culture must unavoidably entail a theory and history of writing and written culture. This book brings together perspectives on literacy from psychology, linguistics, history and sociology of literature, philosophy, anthropology, and history of art. It addresses these issues in plain language – not coded in specialized jargon – and addresses a multi-disciplinary forum of scholars and students of literacy, narrative and culture.
For most of literary history, personal confessions about illness were considered too intimate to share publicly. By the mid-twentieth century, however, a series of events set the stage for the emergence of the illness narrative. The increase of chronic disease, the transformation of medicine into big business, the women's health movement, the AIDS/HIV pandemic, the advent of inexpensive paperbacks, and the rise of self-publishing all contributed to the proliferation of narratives about encounters with medicine and mortality. While the illness narrative is now a staple of the publishing industry, the genre itself has posed a problem for literary studies. What is the role of criticism in relation to personal accounts of suffering? Can these narratives be judged on aesthetic grounds? Are they a collective expression of the lost intimacy of the patient-doctor relationship? Is their function thus instrumental—to elicit the reader's empathy? To answer these questions, Ann Jurecic turns to major works on pain and suffering by Susan Sontag, Elaine Scarry, and Eve Sedgwick and reads these alongside illness narratives by Jean-Dominique Bauby, Reynolds Price, and Anne Fadiman, among others. In the process, she defines the subgenres of risk and pain narratives and explores a range of critical responses guided, alternately, by narrative empathy, the hermeneutics of suspicion, and the practice of reparative reading. Illness as Narrative seeks to draw wider attention to this form of life writing and to argue for new approaches to both literary criticism and teaching narrative. Jurecic calls for a practice that's both compassionate and critical. She asks that we consider why writers compose stories of illness, how readers receive them, and how both use these narratives to make meaning of human fragility and mortality.
Managing Literacy, Mothering America accomplishes two monumental tasks. It identifies and defines a previously unstudied genre, the domestic literacy narrative, and provides a pioneering cultural history of this genre from the early days of the United States through the turn of the twentieth century. Domestic literacy narratives often feature scenes that depict women-mostly middle-class mothers-teaching those in their care to read, write, and discuss literature, with the goal of promoting civic participation. These narratives characterize literature as a source of shared knowledge and social improvement. Authors of these works, which were circulated in a broad range of publication venues, imagined their readers as contributing to the ongoing formation of an idealized American community. At the center of the genre's history are authors such as Lydia Sigourney, Catharine Maria Sedgwick, and Frances Harper, who viewed their writing as a form of teaching for the public good. But in her wide-ranging and interdisciplinary investigation, Robbins demonstrates that a long line of women writers created domestic literacy narratives, which proved to be highly responsive to shifts in educational agendas and political issues throughout the nineteenth century and beyond. Robbins offers close readings of texts ranging from the 1790s to the 1920s. These include influential British precursors to the genre and early twentieth-century narratives by women missionaries that have been previously undervalued by cultural historians. She examines texts by prominent authors that have received little critical attention to date-such as Lydia Maria Child's Good Wives--and provides fresh context when discussing the well-known works of the period. For example, she reads Uncle Tom's Cabin in relation to Harriet Beecher Stowe's education and experience as a teacher. Managing Literacy, Mothering America is a groundbreaking exploration of nineteenth-century U.S. culture, viewed through the lens of a literary practice that promoted women's public influence on social issues and agendas.
2000 CBC/NCSS Notable Trade Book in the Field of Social Studies Norma Simon uses both the neighborhood and the international stage to celebrate children. Each carefully chosen example and comparison will help to forge a connection to friends and neighbors, other cultures, and faraway lands. As children enjoy this book, the world will grow a little smaller while understanding and acceptance will grow larger.
How can teacher educators engage pre-service and in-service teachers in learning about and framing their teaching from a critical literacy perspective? What does this mean? Why is it important? To address these questions, this book offers a theoretical framework and detailed examples, pedagogical resources, and insights into ways to build critical literacies with teachers in and out of school. Its unique contribution is to bridge critical literacy theory and teacher education. Participants in teacher education programs and professional development settings are often reminded of the need to build curriculum using children’s inquiry questions, passions and interests but generally this message is delivered only through telling (lectures) or showing (examples from other people’s classrooms). This book advances critical literary by explaining and illustrating how teacher educators can do much more—by creating opportunities for pre-service and in-service teachers to "live critical literacies" through experiencing firsthand what it is like to be a learner where the curriculum is built around teachers’ own inquiry questions, passions, and interests.
The goal of cultural psychology is to explain the ways in which human cultural constructions -- for example, rituals, stereotypes, and meanings -- organize and direct human acting, feeling, and thinking in different social contexts. A rapidly growing, international field of scholarship, cultural psychology is ready for an interdisciplinary, primary resource. Linking psychology, anthropology, sociology, archaeology, and history, The Oxford Handbook of Culture and Psychology is the quintessential volume that unites the variable perspectives from these disciplines. Comprised of over fifty contributed chapters, this book provides a necessary, comprehensive overview of contemporary cultural psychology. Bridging psychological, sociological, and anthropological perspectives, one will find in this handbook: - A concise history of psychology that includes valuable resources for innovation in psychology in general and cultural psychology in particular - Interdisciplinary chapters including insights into cultural anthropology, cross-cultural psychology, culture and conceptions of the self, and semiotics and cultural connections - Close, conceptual links with contemporary biological sciences, especially developmental biology, and with other social sciences - A section detailing potential methodological innovations for cultural psychology By comparing cultures and the (often differing) human psychological functions occuring within them, The Oxford Handbook of Culture and Psychology is the ideal resource for making sense of complex and varied human phenomena.
Literally translated as “self-culture-writing,” autoethnography—as both process and product—holds great promise for scholars and researchers in writings studies who endeavor to describe, understand, analyze, and critique the ways in which selves, cultures, writing, and representation intersect. Self+Culture+Writing foregrounds the possibility of autoethnography as a viable methodological approach and provides researchers and instructors with ways of understanding, crafting, and teaching autoethnography within writing studies. Interest in autoethnography is growing among writing studies scholars, who see clear connections to well-known disciplinary conversations about personal narrative, as well as to the narrative turn in general and social justice efforts in particular. Contributions by authors from diverse backgrounds and institutional settings are organized into three parts: a section of writing studies autoethnographies, a section on how to teach autoethnography, and a section on how ideas about autoethnography in writing studies are evolving. Self+Culture+Writing discusses the use of autoethnography in the writing classroom as both a research method and a legitimate way of knowing, providing examples of the genre and theoretical discussions that highlight the usefulness and limitations of these methods. Contributors: Leslie Akst, Melissa Atienza, Ross Atkinson, Alison Cardinal, Sue Doe, Will Duffy, John Gagnon, Elena Garcia, Guadalupe Garcia, Caleb Gonzalez, Lilly Halboth, Rebecca Hallman Martini, Kirsten Higgins, Shereen Inayatulla, Aliyah Jones, Autumn Laws, Soyeon Lee, Louis M. Maraj, Kira Marshall-McKelvey, Jennifer Owen, Tiffany Rainey, Marcie Sims, Amanda Sladek, Trixie Smith, Anthony Warnke
This book provides a critical account of the development of questions, approaches, methods, and understandings of literacy within and across disciplines and interdisciplines. It provides a critique of literacy studies, including the New Literacy Studies. This book completes a series that the author began in the 1970s. It criticizes and revises the New Literacy Studies and how we think about literacy generally. It is a revisionist study which argues that literacy and literacy studies are historical developments and must be understood in those terms to comprehend their profound impact on our traditions of thinking about and understanding literacy, and how we study it. Graff argues that literacy studies in its academic, institutional, and policy forums, but also in popular parlance, has lost its critical foundations, and this hinders efforts to promote literacy. He examines literacy over time and across linguistics; anthropology; psychology; reading and writing across modes of communication and comprehension; “new” literacies across digital, visual, performance, numerical, and scientific domains; and history. He underscores the value of new directions of negotiation and translation. This book will interest scholars and students in the many fields that constitute literacy studies across the humanities, social sciences, education, and beyond.
