Literacies of Distinction: (Dis)Empowerment in Social Movements.
Social movements often organise activities around the use of written forms. Yet these literacy events and practices have received little attention for the roles they play in effecting social, cultural and political change. In this article we argue that literacy activities should be analysed for thei...
| Publicado en: | Journal of Development Studies Vol. 44; no. 6; pp. 849 - 863 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Jul2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=34357011&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 34357011 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00220388 JDS jtl: Journal of Development Studies issn: 00220388 maglogo: N pubinfo: dt: Jul2008 vid: 44 iid: 6 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 34357011 10.1080/00220380802058180 ppf: 849 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 129KB tig: atl: Literacies of Distinction: (Dis)Empowerment in Social Movements. aug: au: Holland, Dorothy Skinner, Debra affil: Department of Anthropology, University of North Carolina, Chapel Hill, USA FPG Child Development Institute, University of North Carolina, Chapel Hill, USA su: Social movements Literacy programs General education Literacy Social psychology Identity (Psychology) sug: subj: Social movements Literacy programs General education Literacy Social psychology Identity (Psychology) ab: Social movements often organise activities around the use of written forms. Yet these literacy events and practices have received little attention for the roles they play in effecting social, cultural and political change. In this article we argue that literacy activities should be analysed for their centrality to the formation of new identities, for their inclusionary/exclusionary effects and for their power to imagine and evoke liberatory worlds. We apply these concepts to an ethnographic study of women's activism in Nepal in the early 1990s, a time when female students, preparing for the annual women's Tij festival, were first beginning to use their literacy skills to record the Tij songs they were creating and copying from newly available Tij songbooks. In our multi-year study of the festival, we found that these new literacy practices, especially their ties to the epistemology of the newly popular political songs, were inadvertently introducing a social distinction that empowered 'educated' women at the expense of their 'uneducated' sisters. Examination of this case illustrates processes of social division brought about by literacy practices and helps explain how contingent, historical developments, such as social movements, can powerfully shape the relationship between literacy and identity. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Journal of Development Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Journal of Development Studies holder: Taylor & Francis Ltd dt: @attributes: year: 2008 holdings: @attributes: islocal: N |
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