This document summarizes Buffy Hamilton's reactions to reading the first two chapters of Literacy in American Lives by Deborah Brandt. Some key points made in the summary are:
- Literacy is seen as valuable property that sponsors use to gain power, pleasure, status and money, shaping lifelong reading and cultural perceptions.
- Brandt defines literacy sponsors as agents who enable, support, teach, recruit, regulate, suppress or withhold literacy for their own benefit.
- The chapter discusses how economic changes devalue old forms of literacy while new, powerful forms emerge, challenging how people acquire and pass on literacy over their lifetime.
- Hamilton finds it unsettling that literacy appears to be
Deborah BrandtSponsors of LiteracyFrom College Compo.docxsimonithomas47935
Deborah Brandt
Sponsors of Literacy
From : College Composition and Communication, May 1998.
J
n his sweeping history of adult learning in
the United States, Joseph Kett describes the
intellectual atmosphere available to young
apprentices who worked in the small, decentralized print shops of antebel-
lum America . Because printers also were the solicitors and editors of what
they published, their workshops served as lively incubators for literacy and
political discourse . By the mid-nineteenth century, however, this learning
space was disrupted when the invention of the steam press reorganized
the economy of the print industry . Steam presses were so expensive that
they required capital outlays beyond the means of many printers . As a re-
sult, print jobs were outsourced, the processes of editing and printing were
split, and, in tight competition, print apprentices became low-paid me-
chanics with no more access to the multi-skilled environment of the craft-
shop (Kett 67-70) . While this shift in working conditions may be evidence
of the deskilling of workers induced by the Industrial Revolution (Nicholas
and Nicholas), it also offers a site for reflecting upon the dynamic sources
of literacy and literacy learning . The reading and writing skills of print ap-
prentices in this period were the achievements not simply of teachers and
learners nor of the discourse practices of the printer community . Rather,
these skills existed fragilely, contingently within an economic moment.
The pre-steam press economy enabled some of the most basic aspects of
the apprentices' literacy, especially their access to material production and
the public meaning or worth of their skills . Paradoxically, even as the
steam-powered penny press made print more accessible (by making pub-
lishing more profitable), it brought an end to a particular form of literacy
sponsorship and a drop in literate potential.
Deborah Brandt is a professor of English at the University of Wisconsin-Madison and a project
head at the National Research Center on English Learning and Achievement (CELA) . She is at
work on a booklength manuscript called Pursuing Literacy : Writing and Learning to Write in the
Twentieth Century .
CCC 49 .2/May 1998
165
166
CCC 49/May 1998
Brandt/Sponsors of Literacy
167
The apprentices' experience invites rumination upon literacy learning
and teaching today. Literacy looms as one of the great engines of profit and
competitive advantage in the 20th century : a lubricant for consumer de-
sire ; a means for integrating corporate markets; a foundation for the de-
ployment of weapons and other technology ; a raw material in the mass
production of information . As ordinary citizens have been compelled into
these economies, their reading and writing skills have grown sharply more
central to the everyday trade of information and goods as well as to the
pursuit of education, employment, civil rights, status . At the same time,
people's literate skills h.
Deborah BrandtSponsors of LiteracyFrom College Compo.docxsimonithomas47935
Deborah Brandt
Sponsors of Literacy
From : College Composition and Communication, May 1998.
J
n his sweeping history of adult learning in
the United States, Joseph Kett describes the
intellectual atmosphere available to young
apprentices who worked in the small, decentralized print shops of antebel-
lum America . Because printers also were the solicitors and editors of what
they published, their workshops served as lively incubators for literacy and
political discourse . By the mid-nineteenth century, however, this learning
space was disrupted when the invention of the steam press reorganized
the economy of the print industry . Steam presses were so expensive that
they required capital outlays beyond the means of many printers . As a re-
sult, print jobs were outsourced, the processes of editing and printing were
split, and, in tight competition, print apprentices became low-paid me-
chanics with no more access to the multi-skilled environment of the craft-
shop (Kett 67-70) . While this shift in working conditions may be evidence
of the deskilling of workers induced by the Industrial Revolution (Nicholas
and Nicholas), it also offers a site for reflecting upon the dynamic sources
of literacy and literacy learning . The reading and writing skills of print ap-
prentices in this period were the achievements not simply of teachers and
learners nor of the discourse practices of the printer community . Rather,
these skills existed fragilely, contingently within an economic moment.
The pre-steam press economy enabled some of the most basic aspects of
the apprentices' literacy, especially their access to material production and
the public meaning or worth of their skills . Paradoxically, even as the
steam-powered penny press made print more accessible (by making pub-
lishing more profitable), it brought an end to a particular form of literacy
sponsorship and a drop in literate potential.
Deborah Brandt is a professor of English at the University of Wisconsin-Madison and a project
head at the National Research Center on English Learning and Achievement (CELA) . She is at
work on a booklength manuscript called Pursuing Literacy : Writing and Learning to Write in the
Twentieth Century .
CCC 49 .2/May 1998
165
166
CCC 49/May 1998
Brandt/Sponsors of Literacy
167
The apprentices' experience invites rumination upon literacy learning
and teaching today. Literacy looms as one of the great engines of profit and
competitive advantage in the 20th century : a lubricant for consumer de-
sire ; a means for integrating corporate markets; a foundation for the de-
ployment of weapons and other technology ; a raw material in the mass
production of information . As ordinary citizens have been compelled into
these economies, their reading and writing skills have grown sharply more
central to the everyday trade of information and goods as well as to the
pursuit of education, employment, civil rights, status . At the same time,
people's literate skills h.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
10Pedagogy of the OppressedChapter 2On the banking concept .docxhyacinthshackley2629
10
Pedagogy of the Oppressed
Chapter 2
On the “banking concept of education” <HTTP://www.Marxist.org/subject/education/freire/pedagogy/ch02.htm>
Paulo Freire
A careful analysis of the teacher-student relationship at any level inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient, listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness.
The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students. His task is to “fill” the students with the contents of his narration—contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity.
The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power. “Four times four is sixteen; the capital of Para is Belem.” The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of “capital” in the affirmation “the capital of Para is Belem,” that is, what Belem means for Para and what Para means for Brazil.
Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into “containers,” into “receptacles” to be “filled” by the teacher. The more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are.
Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat. This is the “banking” concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits. They do, it is true, have the opportunity to become collectors or cataloguers of the things they store. But in the last analysis, it is the people themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system. For apart from inquiry apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry, human beings pursue in the world, with the world, and with each other.
In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowle.
A summary from Chapter 2, Barton's Book.
Barton, David. (1994). Literacy – An Introduction to the Ecology of Written Language. Blackwell Publisher: Massachusetts.
CHAPTER 2 TEXTUAL AUTHORITY, CULTURE, AND THE POLITIEstelaJeffery653
CHAPTER 2
TEXTUAL AUTHORITY,
CULTURE, AND THE
POLITICS OF LITERACY
Since t he second term of the Reagan administration, t he debate on edu
cation has taken a n ew turn. Now, as before, the tone is principally set
by ~he _right, but i~s position has been radi cally altered. Th e importance
of linking educational reform to the needs of bi g business has contin
ued to influe nce the d ebate, while demands t hat schools provide the
ski lls necessary for domestic production and expanding capital abroad
h ave slowly given way to an overriding emphasis on school s as sites of
cultural production. The emphasis on cultural production can be seen
in current attempts to address the issue of cu ltural literacy, in t he de
velopment o f national cu rri culum boards, and in reform initiatives
bent on providing student s with the language, know ledge, and values
necessary to preserve the essential traditions of Western civilization. 1
The right's position on cultu ral production in the schools arises from a
consensus that t he problems faced by the United States can no longer
be red u ced to those of educat ing students in the skills they will need to
occupy jobs in more advanced and middle-range occupatio nal levels in
su ch areas as computer p rogramming, financial analysis, and elec
tronic machine repair. 2 Instead, the emphasis must be switched to the
current cultural crisis, which can be traced to the b roader id eological
tenets of the progressive education movement t hat dominated the cur
ricu lum after t he Second World War. These include the pernic ious doc
trine of cultu ral relativism, according to which canonical tex ts of 1hc
Western intellectual tradition may not lw lwld superior to olhN'>; 1lw
.l·I
THE POLITICS OF LITERACY D 25
notion that student experience should qualify as a viable form of
knowledge; and the idea that ethnic, racial, gender, and other rela
tions play a significant role in accounting for the development and in
fluence of mainstream intellectual culture. On this account , the 1960s
proved disastro us to the p reservation of the inherited virtues of West
ern culture. Relativism systematically downgraded the valu e of key lit
erary and philosophical traditions, giving equal weight to th e dominant
knowledge of the "Great Books" and to an emergent potpourri of "de
graded" cultu ral attitudes. Allegedly, the last twenty years have w it
nessed t he virtual loss of t hose revered traditions that constitute the
core of t he Western heritage. The unfortunate legacy that has emerged
has resu lted in a generation of cultural illiterates. In this view, not only
the American economy but civilization itsel f is at risk.
Allan Bloom (1987) and E. D. Hirsch (1987) represent different ver
sions of the latest and most popular conservative thru st fo r educational
rt•form. Each, in his own way, represents a fronta l attack aimed at pro
viding a programmatic language with which to defend sch ...
Why am I in College? - Free Essay Sample. 28+ Why Do I Want To Go To College Essay Examples Full - Essay. why is it important to go to college essay in 2020 | College essay .... Writing An Essay To Get Into College - Writing a strong college .... ️ Why i want to go to college essay examples. Reasons for Going to .... Why am i going to college. 12 Effective “Why This College?” Essay .... ️ The importance of going to college. The Importance of College After .... Why do you want to go to College Essay | Essay on Why do you want to go .... Astounding Why I Want To Go College Essay ~ Thatsnotus. 24 Greatest College Essay Examples – RedlineSP. Motivation for going back to college essay - reportz870.web.fc2.com. Unforgettable Should Everyone Go To College Essay ~ Thatsnotus. amp-pinterest in action | College essay examples, College essay, Essay .... Why am i going to college essay golball.co.il. Why i Want to go to College Essay | Essay on Why i Want to go to .... Why i want to go to college. Essay for why i want to attend college - proofreadingxml.web.fc2.com. Why do i want to go to college essay the ideal health.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
10Pedagogy of the OppressedChapter 2On the banking concept .docxhyacinthshackley2629
10
Pedagogy of the Oppressed
Chapter 2
On the “banking concept of education” <HTTP://www.Marxist.org/subject/education/freire/pedagogy/ch02.htm>
Paulo Freire
A careful analysis of the teacher-student relationship at any level inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient, listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness.
The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students. His task is to “fill” the students with the contents of his narration—contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity.
The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power. “Four times four is sixteen; the capital of Para is Belem.” The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of “capital” in the affirmation “the capital of Para is Belem,” that is, what Belem means for Para and what Para means for Brazil.
Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into “containers,” into “receptacles” to be “filled” by the teacher. The more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are.
Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat. This is the “banking” concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits. They do, it is true, have the opportunity to become collectors or cataloguers of the things they store. But in the last analysis, it is the people themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system. For apart from inquiry apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry, human beings pursue in the world, with the world, and with each other.
In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowle.
A summary from Chapter 2, Barton's Book.
Barton, David. (1994). Literacy – An Introduction to the Ecology of Written Language. Blackwell Publisher: Massachusetts.
CHAPTER 2 TEXTUAL AUTHORITY, CULTURE, AND THE POLITIEstelaJeffery653
CHAPTER 2
TEXTUAL AUTHORITY,
CULTURE, AND THE
POLITICS OF LITERACY
Since t he second term of the Reagan administration, t he debate on edu
cation has taken a n ew turn. Now, as before, the tone is principally set
by ~he _right, but i~s position has been radi cally altered. Th e importance
of linking educational reform to the needs of bi g business has contin
ued to influe nce the d ebate, while demands t hat schools provide the
ski lls necessary for domestic production and expanding capital abroad
h ave slowly given way to an overriding emphasis on school s as sites of
cultural production. The emphasis on cultural production can be seen
in current attempts to address the issue of cu ltural literacy, in t he de
velopment o f national cu rri culum boards, and in reform initiatives
bent on providing student s with the language, know ledge, and values
necessary to preserve the essential traditions of Western civilization. 1
The right's position on cultu ral production in the schools arises from a
consensus that t he problems faced by the United States can no longer
be red u ced to those of educat ing students in the skills they will need to
occupy jobs in more advanced and middle-range occupatio nal levels in
su ch areas as computer p rogramming, financial analysis, and elec
tronic machine repair. 2 Instead, the emphasis must be switched to the
current cultural crisis, which can be traced to the b roader id eological
tenets of the progressive education movement t hat dominated the cur
ricu lum after t he Second World War. These include the pernic ious doc
trine of cultu ral relativism, according to which canonical tex ts of 1hc
Western intellectual tradition may not lw lwld superior to olhN'>; 1lw
.l·I
THE POLITICS OF LITERACY D 25
notion that student experience should qualify as a viable form of
knowledge; and the idea that ethnic, racial, gender, and other rela
tions play a significant role in accounting for the development and in
fluence of mainstream intellectual culture. On this account , the 1960s
proved disastro us to the p reservation of the inherited virtues of West
ern culture. Relativism systematically downgraded the valu e of key lit
erary and philosophical traditions, giving equal weight to th e dominant
knowledge of the "Great Books" and to an emergent potpourri of "de
graded" cultu ral attitudes. Allegedly, the last twenty years have w it
nessed t he virtual loss of t hose revered traditions that constitute the
core of t he Western heritage. The unfortunate legacy that has emerged
has resu lted in a generation of cultural illiterates. In this view, not only
the American economy but civilization itsel f is at risk.
Allan Bloom (1987) and E. D. Hirsch (1987) represent different ver
sions of the latest and most popular conservative thru st fo r educational
rt•form. Each, in his own way, represents a fronta l attack aimed at pro
viding a programmatic language with which to defend sch ...
Why am I in College? - Free Essay Sample. 28+ Why Do I Want To Go To College Essay Examples Full - Essay. why is it important to go to college essay in 2020 | College essay .... Writing An Essay To Get Into College - Writing a strong college .... ️ Why i want to go to college essay examples. Reasons for Going to .... Why am i going to college. 12 Effective “Why This College?” Essay .... ️ The importance of going to college. The Importance of College After .... Why do you want to go to College Essay | Essay on Why do you want to go .... Astounding Why I Want To Go College Essay ~ Thatsnotus. 24 Greatest College Essay Examples – RedlineSP. Motivation for going back to college essay - reportz870.web.fc2.com. Unforgettable Should Everyone Go To College Essay ~ Thatsnotus. amp-pinterest in action | College essay examples, College essay, Essay .... Why am i going to college essay golball.co.il. Why i Want to go to College Essay | Essay on Why i Want to go to .... Why i want to go to college. Essay for why i want to attend college - proofreadingxml.web.fc2.com. Why do i want to go to college essay the ideal health.
Greenbelt Writing Project Grade 6 Menu of Writing Ideas and Projects Spring 2017Buffy Hamilton
Menu of greenbelt writing choices for 6th grade writers in the War Eagle Writing Studio. Designed and created by Buffy Hamilton; inspiration from Ralph Fletcher in Joy Write.
Adventures in Writing Instruction--Embracing the Wobble and FrictionBuffy Hamilton
Modified Ignite talk for faculty meeting, October 19, 2016
All images are copyright friendly---images that do not note image attribution are my own or created w/ copyright friendly images in Canva.
SWON Webinar: Written Conversations and Academic Literacies in LibrariesBuffy Hamilton
https://theunquietlibrarian.wordpress.com/category/written-conversation-strategies-2/ and https://www.pinterest.com/buffyjhamilton/written-conversation-strategies-examples-and-refle/
CU Boulder Symposium Keynote: Literacies for Every Season of Their Lives Apr...Buffy Hamilton
Certain fonts may be needed to see the slides correctly
https://www.pinterest.com/buffyjhamilton/fonts/
See https://theunquietlibrarian.wordpress.com/2015/04/25/cu-boulder-symposium-keynote-literacies-for-every-season-of-their-lives/ for links of importance from the presentation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks