Literacy inequalities in theory and practice: The power to name and define |
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| Authors: | Brian V Street |
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| Institution: | King''s College London, Department of Education and Professional Studies, Waterloo Bridge Wing, Stamford Street, London SE1 9NN, United Kingdom |
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| Abstract: | I analyse what exactly is being addressed when the notion of ‘literacy inequalities’ is cited in the context of international policy with regard to education in general and literacy in particular. Whilst literacy statistics are used as indicators of social inequality and as a basis for policy in improving rights, educational attainment, etc., I question to what extent literacy levels (or various accounts of ‘lack of literacy’) can be taken as offering a valid account of ‘inequality’ in the larger international context. Recent work on literacy from an ethnographic perspective has questioned the international categorisation of a single uniform thing called ‘literacy’, from which consequences can be drawn and has instead focused on local meanings and cultural variations in what counts. In particular I take issue with arguments rooted in economic generalisation on the one hand, by such authors as Amartya Sen, and on the other in moral universalism, in the work of such authors as Nussbaum. |
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| Keywords: | Capabilities Literacies Ethnographic perspective International Education Policy Inequalities |
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