Exploring and Expanding Literacy Histories of the United States

A Spotlight on Under-Recognized Histories
1. Auflage 2024
ISBN: 978-1-032-46361-2
Verlag: Routledge

Buch, Englisch, 170 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 406 g

Exploring and Expanding Literacy Histories of the United States brings together new scholarship and critical perspectives hitherto missing from dominant narratives to offer a racially, ethnically, and linguistically diverse record of the history of American reading instruction. This book addresses the many important developments in the history of literacy in the United States that occurred outside of mainstream public education, in marginalized communities in and outside of traditional school contexts.

Instead of a “top-down” approach of prominent thinkers and theorists, the book intends to cover key blind spots, including literacy education in Indigenous nations, and how marginalized groups have fought for access to education, by applying a critical lens to the under-recognized histories of literacy.

This volume is essential reading for courses on History of Reading Education and Foundations of Literacy.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Dejulio, Samuel

Durán, Leah

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Geschichtswissenschaft Weltgeschichte & Geschichte einzelner Länder und Gebietsräume Geschichte einzelner Länder Amerikanische Geschichte
• Geisteswissenschaften Sprachwissenschaft Alphabetisierung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)

Inhaltsverzeichnis

Chapter 1         

Introduction to Literacy Histories in the United States

Chapter 2         

Mesoamerican Literacies: Ancient Writing Systems and Contemporary Possibilities

Chapter 3         

“Reading, and, possibly, writing”: Revisiting the History of the Williamsburg Bray School in Eighteenth-Century Virginia

 Chapter 4         

Hawaiians’ Phenomenal Rise to Literacy in the Early 19th Century: A Historical Elision

Chapter 5         

Uyaqum Igai, an Indigenous Yugtun Writing System: What Was and What Might have Been

Chapter 6         

La Batalla por el Idioma: Literacy Education and Puerto Rico’s Battle for Linguistic Self-Governance after the U.S. Occupation (1900-1949)

Chapter 7         

“Our Parents Believed that We Should Learn Spanish the Right Way”: Spanish Literacy as Resistance and Ideological Negotiation at Las Escuelitas 

Chapter 8         

Sustaining the Struggle: Literacy Sponsorship, Voting Rights, and the Southern Christian Leadership Conference

Chapter 9         

Conclusion

Über Autor(innen)

Samuel DeJulio is an Assistant Professor of Literacy Education in the department of Interdisciplinary Learning and Teaching at the University of Texas at San Antonio. His work is focused primarily on literacy teacher preparation and historical literacy research.

Leah Durán is an Associate Professor of Teaching, Learning, and Sociocultural Studies at the University of Arizona. A former bilingual teacher, her scholarship sits at the intersection of bilingual education, (bi)literacy, and early childhood education.