#literacies

[downess]

As you look through the ALT conference programme, you’ll see as much discussion of important social justice issues (equity, diversity and inclusion, decolonisation, widening participation) as there is of technology (artificial intelligence, VLEs, social media). via Pocket

[downess]

Fact-checkers gather evidence to verify or debunk claims in a wide variety of contexts and circumstances — so it makes sense that they would value similar methods in evaluating their own work. via Pocket

[downess]

There are two primary accounts of the relation between evidence and belief in misinformation research, and neither is adequate. The first mode is naive. The idea here is you see misinformation and it shifts your belief. via Pocket

[gothhabiba]

As noted in post-colonial and gender studies, there has long been a pattern of homogenizing and victimizing discourses, particularly in international agencies and NGO’s, that highlight the need of Western nations to intervene on behalf of “third-world women” and “save” them (Spivak 1988; Wood 2001). Robinson-Pant [notes] that it is common for women’s literacy programs, in particular, to become the gateway for other development interventions such as family planning or child nutrition. Collins and Blot note that literacy projects are not power neutral and argue that,

the interconnectedness of literacy, power and identity formation are unavoidable in thinking about relationships between colonizers and colonized. Colonized discourses often emphasize the “inherent” goodness of bringing education, enlightenment and civilization to formerly savage peoples – literacy becomes a legitimizing narrative for other colonial projects (2003:21)

Such positions were evident in U.S. government discourses about literacy and development during the time the Passerelle program was being developed [in Morocco]. This can be seen for example, in a speech made in 2006 by Dr. Paula Dobriansky, the former U.S. Under Secretary for Democracy and Global Affairs, in which she advocated for better education for adult women in developing contexts. In her speech, Dobriansky argued that women and girls should be viewed as “untapped resources” and “vital sources of human capital” for future economic and social growth (Dobriansky 2006).

Thus, in addition to gender, of central importance to understanding the power structures and ideologies underpinning USAID’s Passerelle methodology[] is a consideration of how discourses about literacy often link it up to notions of social and economic development. Collins and Blot (2003) identify these discourses as forming the “Literacy Thesis” [...]. They explain that,

the central claims of the [literacy] thesis are that writing is a technology that transforms human thinking, relations to language, and representations of tradition, a technology that also enables a coordination of social action in unprecedented precision and scale, thus enabling the development of unique social and institutional complexity (Collins and Blot 2003:17)

Numerous critiques of the literacy thesis [...] have since questioned whether literacy can in fact be viewed as a universal, unitary skill that is determinate of social realities or if it is rather embedded in and shaped by the particular, historically contingent cultural contexts in which multiple literacies can occur. [...] Despite [...] challenges to the literacy thesis, its pervasiveness in academic literature, development agendas and the pedagogy of local literacy programs in Morocco is striking.

Given the 2004 Free Trade agreement between the U.S. and Morocco, the emphasis on relationships between literacy and economic forces by U.S. officials, such as [...] Dobriansky, is not unexpected. Prendergast (2003) for example, has argued that since literacy is usually acquired in relation to institutions, it is necessary to consider what other functions these institutions serve. A significant portion of American financial and pedagogical support for adult literacy education in Morocco is funneled through the United States Agency for International Development (USAID), as illustrated by the Passerelle program. Among USAID’s “strategic objectives and goals” in 2006, was the goal of “Democracy and Economic Freedom in the Muslim World,” a plan, which “[confronts] the intersection of traditional and transnational challenges… [combining]… diplomatic skills and development assistance to act boldly to foster a more democratic and prosperous world integrated into the global economy.” Thus, any literacy promotion by USAID in Morocco should be considered in light of its broader mission statements and how increased literacy in Morocco is being imagined to align advantageously with them. USAID’s role and interest in promoting literacy in Morocco, can also viewed as a form of literacy sponsorship (Brandt 2001). Brandt explains that sponsors of literacy should be understood as “any agents, local or distant, concrete or abstract, who enable, support, teach, and model, as well as recruit, regulate, suppress, or withhold, literacy – and gain advantage by it in some way” (19). [...] Furthermore, Brant notes that, “in whatever form, sponsors deliver the ideological freight that must be borne for access to what they have” (20). In addition to transmitting ideological freight, perhaps indirectly, regarding language varieties and scripts, USAID also explicitly imposes ideological frameworks regarding notions of gender roles and human rights through the inclusion of Moudawana [Moroccan Family Legal Code] content in the Passerelle classroom.

— Jennifer Lee Hall, Debating Darija: Language Ideology and the Written Representation of Moroccan Arabic in Morocco (PhD dissertation), 2015, pp. 76-9.

[downess]

English is spoken by billions of people. Proficiency is seen by many as the key to employment and economic security. Learners are supported by a world-spanning industry of English teachers and trainers. via Pocket

[downess]

We introduce the Constructive Comments Corpus (C3), comprised of 12,000 annotated news comments, intended to help build new tools for online communities to improve the quality of their discussions. We define constructive comments as high-quality comments that make a contribution to the conversation. via Pocket

[ms-myself]

The most striking continuity in the history of literacy is the way in which literacy has been used, in age after age, to solidify the social hierarchy, empower elites, and ensure that people lower on the hierarchy accept the values, norms, and beliefs of the elites, even when it is not in their self-interest or group interest to do so (Gramsci 1971). Our new global capitalism may well change the sorts of skills and values the society wishes to distribute to 'lower' and 'higher' 'kinds' of people, but, without strong resistance, it will not eradicate these 'kinds'. Indeed, it can be argued that our current hyper-competitive, science- and technology-driven capitalism needs three classes of workers, leading to three classes of students: poorly paid service workers; 'knowledge workers' who must bring technical, collaborative, and communicational skills to the workplace and commit themselves body and soul to the company and its 'core values' under conditions of little stability; and, finally, leaders and 'symbol analysts' (Reich 1992; see also Reich 2000) who create innovations and 'core values' and who will benefit most from the new global capitalism (Drucker 1993; Gee et al. 1996). Reich (1992) estimated that three-fifths or more of workers would fall into the first category and, indeed, that has come true.

James Paul Gee, Social Linguistics and Literacies : Ideology in Discourses