What can ethnographic studies tell us about the consequences of literacy

Bibliographic Data

ID5818253
AuthorsBrenda Maddox (0000-0002-3886-4504, University of East Anglia, corresponding author), Bryan Maddox (0009-0007-7709-9845)
Year2007
Volume43
Issue2
Pages253-271
Publication date2007-05-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueComparative Education (JOURNAL)
Journal identifiersISSN: 0305-0068 • E-ISSN: 1360-0486
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03050060701362607
OpenAlexW2086237052
LanguageEN
Citations received19
References cited47

The ethnographic literature on literacy is marked by a characteristic divide between 'ideological' and 'autonomous' positions, the former being associated with the sociocultural approach adopted within the 'New Literacy Studies' (NLS) and the work of Brian Street, and the latter with the work of Jack Goody. The polarization between the approaches has led to certain themes associated with the work of Goody and his 'literacy thesis' being excluded from ethnographic writing and theory. Such themes included the attributes and consequences of literacy as a 'technology', and the association of literacy acquisition with social mobility and progressive forms of social change. The article is based on ethnographic fieldwork in Bangladesh and a review of the recent ethnographic literature from a range of cultural settings. It examines the case for a more inclusive and comparative approach based on the emergent 'situated' perspective. It suggests revisionist readings of ethnographic accounts recognizing cross-cultural patterns of utility, and the significance of literacy for human agency, gender relations, and well-being. Presenting an ethnographic case study of women's literacy in N/W Bangladesh it draws out the theoretical significance of such a shift in how we research and understand the consequences of literacy acquisition. The paper concludes by suggesting some implications of such a perspective for adult literacy policy and practice

Literacy, Media, and Education · Media, Communication, and Education · Multilingual Education and Policy