Samantha NeCamp
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9780813178851
- eISBN:
- 9780813178868
- Item type:
- book
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813178851.001.0001
- Subject:
- History, Social History
Literacy in the Mountains examines five Appalachian newspapers published between 1885 and 1920 for evidence of literacy practices in mountain communities. The newspapers illustrate that there existed ...
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Literacy in the Mountains examines five Appalachian newspapers published between 1885 and 1920 for evidence of literacy practices in mountain communities. The newspapers illustrate that there existed a vibrant community of readers and writers in an area often imagined as illiterate and textless. Documenting a variety of literacy exchanges and a passionate commitment to local education institutions, the newspapers serve as a historical archive to recover otherwise invisible practices from the turn of the century. These findings demonstrate that the “idea of Appalachia” as a poor and illiterate region at the turn of the century is inaccurate, thus belying current narratives that the region is doomed to repeat cycles of poverty that reach into the distant past. Instead, Appalachia has a rich history of literacy and civic participation on which to draw.Less
Literacy in the Mountains examines five Appalachian newspapers published between 1885 and 1920 for evidence of literacy practices in mountain communities. The newspapers illustrate that there existed a vibrant community of readers and writers in an area often imagined as illiterate and textless. Documenting a variety of literacy exchanges and a passionate commitment to local education institutions, the newspapers serve as a historical archive to recover otherwise invisible practices from the turn of the century. These findings demonstrate that the “idea of Appalachia” as a poor and illiterate region at the turn of the century is inaccurate, thus belying current narratives that the region is doomed to repeat cycles of poverty that reach into the distant past. Instead, Appalachia has a rich history of literacy and civic participation on which to draw.
Tom Woodin
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780719091117
- eISBN:
- 9781526139023
- Item type:
- book
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719091117.001.0001
- Subject:
- Society and Culture, Cultural Studies
This is a unique study of working class writing and community publishing. It evaluates the largely unexamined history of the emergence and development of working class writing and publishing ...
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This is a unique study of working class writing and community publishing. It evaluates the largely unexamined history of the emergence and development of working class writing and publishing workshops since the 1970s. The nature of working class writing is assessed in relation to the work of young people, older people, adult literacy students as well as writing workshops. Key themes and tensions in working class writing are explored in relation to historical and literary frameworks. This is the first in-depth study of this body of writing. In addition, a number of crucial debates are examined, for example, over class and identity, critical pedagogy and learning, the relationships with audiences, the role of mainstream cultural institutions in comparison with alternatives. The contradictions and tensions in all these areas are surveyed in coming to a historical understanding of this topic.Less
This is a unique study of working class writing and community publishing. It evaluates the largely unexamined history of the emergence and development of working class writing and publishing workshops since the 1970s. The nature of working class writing is assessed in relation to the work of young people, older people, adult literacy students as well as writing workshops. Key themes and tensions in working class writing are explored in relation to historical and literary frameworks. This is the first in-depth study of this body of writing. In addition, a number of crucial debates are examined, for example, over class and identity, critical pedagogy and learning, the relationships with audiences, the role of mainstream cultural institutions in comparison with alternatives. The contradictions and tensions in all these areas are surveyed in coming to a historical understanding of this topic.
Samantha NeCamp
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9780813178851
- eISBN:
- 9780813178868
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813178851.003.0003
- Subject:
- History, Social History
Using Deborah Brandt’s theory of literacy sponsorship, this chapter examines newspaper editors’ efforts to cultivate an imagined community of readers. It illustrates the ways in which the editors ...
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Using Deborah Brandt’s theory of literacy sponsorship, this chapter examines newspaper editors’ efforts to cultivate an imagined community of readers. It illustrates the ways in which the editors taught, modeled, and regulated literacy via discussions of appropriate reading and writing practices. It also argues that advertisements for texts of all kinds debunk the idea of a textless Appalachia and discusses what the editors’ choices of advertisements suggest about how they imagined their audiences.Less
Using Deborah Brandt’s theory of literacy sponsorship, this chapter examines newspaper editors’ efforts to cultivate an imagined community of readers. It illustrates the ways in which the editors taught, modeled, and regulated literacy via discussions of appropriate reading and writing practices. It also argues that advertisements for texts of all kinds debunk the idea of a textless Appalachia and discusses what the editors’ choices of advertisements suggest about how they imagined their audiences.
Samantha NeCamp
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9780813178851
- eISBN:
- 9780813178868
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813178851.003.0004
- Subject:
- History, Social History
This chapter examines community writing, the most direct evidence in the newspapers of community literacy practices. Because each paper relied on local correspondents to write in with news from ...
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This chapter examines community writing, the most direct evidence in the newspapers of community literacy practices. Because each paper relied on local correspondents to write in with news from far-flung communities, the correspondent columns offer a glimpse into what local writers viewed as particularly important events. In these reports, there is ample representation of literacy practices, and the attention with which these are reported illustrates the value placed on literacy in these communities. The chapter also considers how the correspondents interacted with one another and with the editor. The editors served as recruiters and enablers of literacy, to use Deborah Brandt’s terms, but also as suppressors who ultimately exercised control over what correspondents could say in print.Less
This chapter examines community writing, the most direct evidence in the newspapers of community literacy practices. Because each paper relied on local correspondents to write in with news from far-flung communities, the correspondent columns offer a glimpse into what local writers viewed as particularly important events. In these reports, there is ample representation of literacy practices, and the attention with which these are reported illustrates the value placed on literacy in these communities. The chapter also considers how the correspondents interacted with one another and with the editor. The editors served as recruiters and enablers of literacy, to use Deborah Brandt’s terms, but also as suppressors who ultimately exercised control over what correspondents could say in print.
Robert A. Levine, Sarah E. Levine, Beatrice Schnell-Anzola, Meredith L. Rowe, and Emily Dexter
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780195309829
- eISBN:
- 9780199932733
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195309829.003.0046
- Subject:
- Psychology, Developmental Psychology
In this chapter the literacy-mediation hypothesis – that the acquisition of academic literacy influences health literacy and health navigation skills – is tested in the four-country data and the ...
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In this chapter the literacy-mediation hypothesis – that the acquisition of academic literacy influences health literacy and health navigation skills – is tested in the four-country data and the UNICEF Nepal survey. The hypothesis is supported by multivariate analyses, not only in regard to the comprehension of printed health messages but also in the comprehension of radio messages and in producing an intelligible illness narrative – though both of the latter are oral communication tasks. These findings suggest that literacy instruction in school promotes a woman’s health literacy and navigation skills beyond those that involve reading and writing, and point to a more general ability to communicate in bureaucratic settings like schools and clinics and to a tendency to accept the authority of health professionals. The UNICEF Nepal survey shows health knowledge and media exposure to be involved in the causal sequence.Less
In this chapter the literacy-mediation hypothesis – that the acquisition of academic literacy influences health literacy and health navigation skills – is tested in the four-country data and the UNICEF Nepal survey. The hypothesis is supported by multivariate analyses, not only in regard to the comprehension of printed health messages but also in the comprehension of radio messages and in producing an intelligible illness narrative – though both of the latter are oral communication tasks. These findings suggest that literacy instruction in school promotes a woman’s health literacy and navigation skills beyond those that involve reading and writing, and point to a more general ability to communicate in bureaucratic settings like schools and clinics and to a tendency to accept the authority of health professionals. The UNICEF Nepal survey shows health knowledge and media exposure to be involved in the causal sequence.
Samantha NeCamp
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9780813178851
- eISBN:
- 9780813178868
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813178851.003.0001
- Subject:
- History, Social History
The introduction details the ways in which Appalachia has come to represent heart of “Trump Country.” It argues that these representations trade on a long history of stereotypes and assumptions about ...
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The introduction details the ways in which Appalachia has come to represent heart of “Trump Country.” It argues that these representations trade on a long history of stereotypes and assumptions about the region. In particular, the introduction describes how Appalachia is represented as illiterate, unschooled, and textless, a representation that dates from the 1880s and served the needs of both the extract industries and northern missionaries bent on “improving” the region. The introduction outlines the key theoretical frames for the remainder of the book, including Deborah Brandt’s theory of literacy sponsorship and Benedict Anderson’s notion of imagined communities.Less
The introduction details the ways in which Appalachia has come to represent heart of “Trump Country.” It argues that these representations trade on a long history of stereotypes and assumptions about the region. In particular, the introduction describes how Appalachia is represented as illiterate, unschooled, and textless, a representation that dates from the 1880s and served the needs of both the extract industries and northern missionaries bent on “improving” the region. The introduction outlines the key theoretical frames for the remainder of the book, including Deborah Brandt’s theory of literacy sponsorship and Benedict Anderson’s notion of imagined communities.
Samantha NeCamp
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9780813178851
- eISBN:
- 9780813178868
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813178851.003.0002
- Subject:
- History, Social History
This chapter describes the archival project of the book and the methodology employed. It explains how the study defines literacy, how the newspapers it used were selected, and in what ways its ...
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This chapter describes the archival project of the book and the methodology employed. It explains how the study defines literacy, how the newspapers it used were selected, and in what ways its findings can be seen as representative of the region as a whole. The chapter also provides a brief overview of each newspaper surveyed in the study.Less
This chapter describes the archival project of the book and the methodology employed. It explains how the study defines literacy, how the newspapers it used were selected, and in what ways its findings can be seen as representative of the region as a whole. The chapter also provides a brief overview of each newspaper surveyed in the study.
Samantha NeCamp
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9780813178851
- eISBN:
- 9780813178868
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813178851.003.0005
- Subject:
- History, Social History
This chapter examines schooling in the Appalachian region. Schooling features in many of the correspondent columns as well as in pieces written by the editors. In particular, the newspapers ...
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This chapter examines schooling in the Appalachian region. Schooling features in many of the correspondent columns as well as in pieces written by the editors. In particular, the newspapers illustrate that a thriving industry of ad hoc private education institutions was active in eastern Kentucky, a fact seldom recognized in histories of the area. While modern studies of schooling and literacy frequently cite public school data to suggest that Kentuckians were not supportive of schooling, the newspapers demonstrate that many of these supposedly unschooled children were in fact receiving an education from privately run institutions that some of the editors touted as superior to public schools. The newspapers also demonstrate vibrant community support for education.Less
This chapter examines schooling in the Appalachian region. Schooling features in many of the correspondent columns as well as in pieces written by the editors. In particular, the newspapers illustrate that a thriving industry of ad hoc private education institutions was active in eastern Kentucky, a fact seldom recognized in histories of the area. While modern studies of schooling and literacy frequently cite public school data to suggest that Kentuckians were not supportive of schooling, the newspapers demonstrate that many of these supposedly unschooled children were in fact receiving an education from privately run institutions that some of the editors touted as superior to public schools. The newspapers also demonstrate vibrant community support for education.
Samantha NeCamp
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9780813178851
- eISBN:
- 9780813178868
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813178851.003.0006
- Subject:
- History, Social History
The conclusion examines present-day perceptions of Appalachia to illustrate the ongoing harm caused by the persistence of stereotypes regarding Appalachians’ literacy practices. It argues that, by ...
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The conclusion examines present-day perceptions of Appalachia to illustrate the ongoing harm caused by the persistence of stereotypes regarding Appalachians’ literacy practices. It argues that, by reframing Appalachian history, we can begin to see that, while the current circumstances in the region are indeed a product of history, they are not a product of the history presented in popular narratives about the region—narratives that attribute any negative development in Appalachia to the natural consequence of Appalachia’s supposed long-standing poverty and ignorance. Recovering Appalachia’s literacy history gives us a new lens through which to examine the region’s experiences, expectations, and potential futures.Less
The conclusion examines present-day perceptions of Appalachia to illustrate the ongoing harm caused by the persistence of stereotypes regarding Appalachians’ literacy practices. It argues that, by reframing Appalachian history, we can begin to see that, while the current circumstances in the region are indeed a product of history, they are not a product of the history presented in popular narratives about the region—narratives that attribute any negative development in Appalachia to the natural consequence of Appalachia’s supposed long-standing poverty and ignorance. Recovering Appalachia’s literacy history gives us a new lens through which to examine the region’s experiences, expectations, and potential futures.
Joe Sutliff Sanders
- Published in print:
- 2017
- Published Online:
- September 2018
- ISBN:
- 9781517903008
- eISBN:
- 9781452958842
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9781517903008.001.0001
- Subject:
- Literature, Criticism/Theory
The first book to theorize children’s nonfiction from a literary perspective, A Literature of Questions explains how the genre speaks in unique ways to its young readers, inviting them to the project ...
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The first book to theorize children’s nonfiction from a literary perspective, A Literature of Questions explains how the genre speaks in unique ways to its young readers, inviting them to the project of understanding. It lays out a series of techniques for analysis, then applies and nuances through extensive close readings and case studies of books from the past half century.Less
The first book to theorize children’s nonfiction from a literary perspective, A Literature of Questions explains how the genre speaks in unique ways to its young readers, inviting them to the project of understanding. It lays out a series of techniques for analysis, then applies and nuances through extensive close readings and case studies of books from the past half century.
I. G. Simmons
- Published in print:
- 2008
- Published Online:
- September 2012
- ISBN:
- 9780748621583
- eISBN:
- 9780748670765
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748621583.003.0003
- Subject:
- Archaeology, Prehistoric Archaeology
The development of agriculture after about 10,000 BC produced human-directed genetics and environments. Though fire was still used, solar energy was garnered from more concentrated sources as crops ...
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The development of agriculture after about 10,000 BC produced human-directed genetics and environments. Though fire was still used, solar energy was garnered from more concentrated sources as crops and domestic animals. Wind and water power were also harnessed. Outside the cultivable areas, pastoralism might tap wild vegetation with tame animals. Emphasis was placed on extending the productive area in order to feed growing populations and demanding elites. Stratification permeates the structures of society and in parallel the natural world becomes classified into types of resource. Not all of these are for subsistence since pleasure gardens and hunting reserves appear. The invention of writing further confers power on selected elites and also allows worldviews to be transmitted which confirm an hierarchy of the world in which humans are exceptional and entitled to the use of the rest of Earth's materials.Less
The development of agriculture after about 10,000 BC produced human-directed genetics and environments. Though fire was still used, solar energy was garnered from more concentrated sources as crops and domestic animals. Wind and water power were also harnessed. Outside the cultivable areas, pastoralism might tap wild vegetation with tame animals. Emphasis was placed on extending the productive area in order to feed growing populations and demanding elites. Stratification permeates the structures of society and in parallel the natural world becomes classified into types of resource. Not all of these are for subsistence since pleasure gardens and hunting reserves appear. The invention of writing further confers power on selected elites and also allows worldviews to be transmitted which confirm an hierarchy of the world in which humans are exceptional and entitled to the use of the rest of Earth's materials.
Tom Woodin
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780719091117
- eISBN:
- 9781526139023
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719091117.003.0002
- Subject:
- Society and Culture, Cultural Studies
Working class writing and publishing workshops had their origins in the counter cultural trends of the late 1960s. By the 1970s they engaged with urban communities where there was a strong class ...
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Working class writing and publishing workshops had their origins in the counter cultural trends of the late 1960s. By the 1970s they engaged with urban communities where there was a strong class consciousness. This chapter charts the way in which working class culture became a significant source of new ideas and practices. In particular, the cultural role of schools, adult education, community organising, adult literacy, popular history and the labour movement are examined in relation to the emergence of a movement of working class writing and publishing workshops. In each of these areas, ideas about culture, technology and tradition were being reworked in order to foster popular cultural participation.Less
Working class writing and publishing workshops had their origins in the counter cultural trends of the late 1960s. By the 1970s they engaged with urban communities where there was a strong class consciousness. This chapter charts the way in which working class culture became a significant source of new ideas and practices. In particular, the cultural role of schools, adult education, community organising, adult literacy, popular history and the labour movement are examined in relation to the emergence of a movement of working class writing and publishing workshops. In each of these areas, ideas about culture, technology and tradition were being reworked in order to foster popular cultural participation.
Tom Woodin
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780719091117
- eISBN:
- 9781526139023
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719091117.003.0005
- Subject:
- Society and Culture, Cultural Studies
The writing produced by adult literacy students emerged out of a distinct educational and cultural setting. Student writing itself represented a significant example of learning. The writing itself ...
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The writing produced by adult literacy students emerged out of a distinct educational and cultural setting. Student writing itself represented a significant example of learning. The writing itself tended to be simple and clear representations of working class life and voices. The experience of ‘failure’ in education was a powerful one that formed the basis for personal expression. Experience was seen to put the student in control. Political issues and writing beyond the third person were also encouraged, with mixed results. In the changed context of the 1990s, new stories based on humorous episodes helped to represent students as normal rather than oppressed. Yet social justice continued to inflect the writing and there were attempts to move students into the wider network of writing groups.Less
The writing produced by adult literacy students emerged out of a distinct educational and cultural setting. Student writing itself represented a significant example of learning. The writing itself tended to be simple and clear representations of working class life and voices. The experience of ‘failure’ in education was a powerful one that formed the basis for personal expression. Experience was seen to put the student in control. Political issues and writing beyond the third person were also encouraged, with mixed results. In the changed context of the 1990s, new stories based on humorous episodes helped to represent students as normal rather than oppressed. Yet social justice continued to inflect the writing and there were attempts to move students into the wider network of writing groups.
Lionel Laborie
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780719089886
- eISBN:
- 9781526104007
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719089886.003.0005
- Subject:
- History, British and Irish Early Modern History
Chapter 4 explores the debate around enthusiasm in late Stuart England. After looking at the French Prophets’ millenarian assemblies, during which they performed Biblical allegories and miracles, it ...
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Chapter 4 explores the debate around enthusiasm in late Stuart England. After looking at the French Prophets’ millenarian assemblies, during which they performed Biblical allegories and miracles, it considers how enthusiasts and dissenters took advantage of the lapsing of the Licensing Act in 1695 to promote their beliefs. With their claims to divine inspirations and insight into the future, the French Prophets sparked a spectacular battle of pamphlets of at least 150 extant titles in just three years. This controversy contributed to the early Enlightenment debate on the nature of enthusiasm. It shows how beliefs in witchcraft and demonic possessions persisted beyond 1700 and how satire became a weapon against enthusiasts in general. The case of the French Prophets would later serve as a precedent against the Methodists in the mid eighteenth century.Less
Chapter 4 explores the debate around enthusiasm in late Stuart England. After looking at the French Prophets’ millenarian assemblies, during which they performed Biblical allegories and miracles, it considers how enthusiasts and dissenters took advantage of the lapsing of the Licensing Act in 1695 to promote their beliefs. With their claims to divine inspirations and insight into the future, the French Prophets sparked a spectacular battle of pamphlets of at least 150 extant titles in just three years. This controversy contributed to the early Enlightenment debate on the nature of enthusiasm. It shows how beliefs in witchcraft and demonic possessions persisted beyond 1700 and how satire became a weapon against enthusiasts in general. The case of the French Prophets would later serve as a precedent against the Methodists in the mid eighteenth century.
Nick Mansfield
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781789620863
- eISBN:
- 9781789623772
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.3828/liverpool/9781789620863.003.0001
- Subject:
- History, Military History
In common with its companion volume - Soldiers as Workers – Class, employment, conflict and the nineteenth century military (2016), this study argues that class is the primary means of understanding ...
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In common with its companion volume - Soldiers as Workers – Class, employment, conflict and the nineteenth century military (2016), this study argues that class is the primary means of understanding the topic. Focusing on rank and file soldiers it concludes that they were not a separate caste. Instead, soldiering was often just a phase in civilian working lives.
The nineteenth century was overshadowed by the mass mobilisation required for the generation-long French Wars and concurrent Industrial Revolution, with emerging working-class popular politics. The chapter reviews developing working class literacy and subsequent growth of rank and file memoirs, which are an important source for this study. The chapter stresses the importance of the new barrack system in the UK and the growth of British Empire, both of which had profound consequences for British society.Less
In common with its companion volume - Soldiers as Workers – Class, employment, conflict and the nineteenth century military (2016), this study argues that class is the primary means of understanding the topic. Focusing on rank and file soldiers it concludes that they were not a separate caste. Instead, soldiering was often just a phase in civilian working lives.
The nineteenth century was overshadowed by the mass mobilisation required for the generation-long French Wars and concurrent Industrial Revolution, with emerging working-class popular politics. The chapter reviews developing working class literacy and subsequent growth of rank and file memoirs, which are an important source for this study. The chapter stresses the importance of the new barrack system in the UK and the growth of British Empire, both of which had profound consequences for British society.
Niv Allon
- Published in print:
- 2019
- Published Online:
- June 2020
- ISBN:
- 9780198841623
- eISBN:
- 9780191889769
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780198841623.001.0001
- Subject:
- Classical Studies, World History: BCE to 500CE, Prose and Writers: Classical, Early, and Medieval
The books examines Eighteenth Dynasty images of reading and writing with the aim of understanding how members of the elite conceptualized literacy, and how, in turn, they identified themselves with ...
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The books examines Eighteenth Dynasty images of reading and writing with the aim of understanding how members of the elite conceptualized literacy, and how, in turn, they identified themselves with regards to it. Inspired by the approach taken by New Literacy Studies, this inquiry emphasizes the study of the social practices that involve reading and writing. This line of inquiry reveals a dynamic negotiation between various concepts of literacy among the Eighteenth Dynasty elite, who associated writing with accounting and list-making, as well as with violence and law. Building on the work of Bruno Latour and Stephen Greenblatt, the book furthermore studies the representation of literacy as a social phenomenon. This investigation suggests that in contrast most of the elite, military officials chose to represent themselves engaged in writing as a way of negotiating their place in relation to others within and without the military. Haremhab, the commander in chief who later ascended the throne is perhaps the epitome of this phenomenon, and his biography allows us to follow his path from military man to king. A close investigation of his texts and monuments reveals his unique views regarding reading and mainly writing that involve piety and historiography. Examining representations of literacy in this time period reveals, therefore, a fascinating change in the cultural history of ancient Egypt. It allows us to, moreover, to explore the relationships between art and society in ancient Egypt, between patrons and the groups they form, and the place of literacies in ancient societies.Less
The books examines Eighteenth Dynasty images of reading and writing with the aim of understanding how members of the elite conceptualized literacy, and how, in turn, they identified themselves with regards to it. Inspired by the approach taken by New Literacy Studies, this inquiry emphasizes the study of the social practices that involve reading and writing. This line of inquiry reveals a dynamic negotiation between various concepts of literacy among the Eighteenth Dynasty elite, who associated writing with accounting and list-making, as well as with violence and law. Building on the work of Bruno Latour and Stephen Greenblatt, the book furthermore studies the representation of literacy as a social phenomenon. This investigation suggests that in contrast most of the elite, military officials chose to represent themselves engaged in writing as a way of negotiating their place in relation to others within and without the military. Haremhab, the commander in chief who later ascended the throne is perhaps the epitome of this phenomenon, and his biography allows us to follow his path from military man to king. A close investigation of his texts and monuments reveals his unique views regarding reading and mainly writing that involve piety and historiography. Examining representations of literacy in this time period reveals, therefore, a fascinating change in the cultural history of ancient Egypt. It allows us to, moreover, to explore the relationships between art and society in ancient Egypt, between patrons and the groups they form, and the place of literacies in ancient societies.
Mary L. Mullen
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781474453240
- eISBN:
- 9781474477116
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9781474453240.003.0004
- Subject:
- Literature, Criticism/Theory
This chapter focuses on narrative metalepsis in the novels of George Eliot, the most central figure in studies of Victorian realism and often the standard through which Irish novelists are deemed not ...
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This chapter focuses on narrative metalepsis in the novels of George Eliot, the most central figure in studies of Victorian realism and often the standard through which Irish novelists are deemed not realist enough. But William Carleton’s and Charles Kickham’s ethnographic realism allows us to understand Eliot’s provincial realism in a new way: as divided rather than integrative. In novels that encourage institutional consolidation, Eliot uses narrative metalepsis to question modern institutionalism’s drive toward futurity. Adam Bede (1859) and The Mill on the Floss (1860) produce a form of anachronistic literacy—a mode of reading and remembering that collapses historical distance as it celebrates the immediacy of the past—to question women’s fraught relationship to modern institutionalism. Eliot’s embrace of anachronism is surprising because her novels seem to produce a form of historicism grounded in path-dependency: in her novels, past choices tend to constrain present decisions. But, in novels that otherwise confirm the existing path, Eliot’s anachronistic literacy creates radical ruptures that mobilise anachronisms to imagine otherwise.Less
This chapter focuses on narrative metalepsis in the novels of George Eliot, the most central figure in studies of Victorian realism and often the standard through which Irish novelists are deemed not realist enough. But William Carleton’s and Charles Kickham’s ethnographic realism allows us to understand Eliot’s provincial realism in a new way: as divided rather than integrative. In novels that encourage institutional consolidation, Eliot uses narrative metalepsis to question modern institutionalism’s drive toward futurity. Adam Bede (1859) and The Mill on the Floss (1860) produce a form of anachronistic literacy—a mode of reading and remembering that collapses historical distance as it celebrates the immediacy of the past—to question women’s fraught relationship to modern institutionalism. Eliot’s embrace of anachronism is surprising because her novels seem to produce a form of historicism grounded in path-dependency: in her novels, past choices tend to constrain present decisions. But, in novels that otherwise confirm the existing path, Eliot’s anachronistic literacy creates radical ruptures that mobilise anachronisms to imagine otherwise.
Gerardine Meaney, Mary O'Dowd, and Bernadette Whelan
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9781846318924
- eISBN:
- 9781846319969
- Item type:
- book
- Publisher:
- Liverpool University Press
- DOI:
- 10.5949/liverpool/9781846318924.001.0001
- Subject:
- History, Cultural History
In 1700 few Irishwomen were literate. Most lived in a rural environment, rarely encountered a book or a play or ventured much beyond their own domestic space. By 1960 literacy was universal, all ...
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In 1700 few Irishwomen were literate. Most lived in a rural environment, rarely encountered a book or a play or ventured much beyond their own domestic space. By 1960 literacy was universal, all Irishwomen attended primary school, had access to a variety of books, magazines, newspapers and other forms of popular media and the wider world was now part of their every-day life. This study seeks to examine the cultural encounters and exchanges inherent in this transformation. It analyses reading and popular and consumer culture as sites of negotiation of gender roles. This is not an exhaustive treatment of the theme but focusses on three key points of cultural encounter: the Enlightenment, emigration and modernism. The writings and intellectual discourse generated by the Enlightenment was one of the most influential forces shaping western society. It set the agenda for scientific, political and social thought for the eighteenth and nineteenth centuries. The migration of peoples to north America was another key historical marker in the development of the modern world. Emigration altered and shaped American society as well as the lives of those who remained behind. By the twentieth century, aesthetic modernism suspicious of enlightenment rationalism and determined to produce new cultural forms developed in a complex relationship with the forces of industrialisation, urbanisation and social change. This study analyses the impact of these three key forces in Western culture on changing roles and perceptions of Irish women from 1700 to 1960.Less
In 1700 few Irishwomen were literate. Most lived in a rural environment, rarely encountered a book or a play or ventured much beyond their own domestic space. By 1960 literacy was universal, all Irishwomen attended primary school, had access to a variety of books, magazines, newspapers and other forms of popular media and the wider world was now part of their every-day life. This study seeks to examine the cultural encounters and exchanges inherent in this transformation. It analyses reading and popular and consumer culture as sites of negotiation of gender roles. This is not an exhaustive treatment of the theme but focusses on three key points of cultural encounter: the Enlightenment, emigration and modernism. The writings and intellectual discourse generated by the Enlightenment was one of the most influential forces shaping western society. It set the agenda for scientific, political and social thought for the eighteenth and nineteenth centuries. The migration of peoples to north America was another key historical marker in the development of the modern world. Emigration altered and shaped American society as well as the lives of those who remained behind. By the twentieth century, aesthetic modernism suspicious of enlightenment rationalism and determined to produce new cultural forms developed in a complex relationship with the forces of industrialisation, urbanisation and social change. This study analyses the impact of these three key forces in Western culture on changing roles and perceptions of Irish women from 1700 to 1960.
Marko Dimitrijević and Timothy Mistele
- Published in print:
- 2016
- Published Online:
- September 2017
- ISBN:
- 9780231170444
- eISBN:
- 9780231542357
- Item type:
- chapter
- Publisher:
- Columbia University Press
- DOI:
- 10.7312/columbia/9780231170444.003.0006
- Subject:
- Business and Management, Strategy
Discusses the integration of today’s frontier markets into the global economy and how technology and education in particular will accelerate this integration.
Discusses the integration of today’s frontier markets into the global economy and how technology and education in particular will accelerate this integration.
Arlene I. Bachanov
- Published in print:
- 2020
- Published Online:
- May 2021
- ISBN:
- 9780823289646
- eISBN:
- 9780823297184
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823289646.003.0012
- Subject:
- History, History of Religion
In the late 1980s, the Adrian Dominican Sisters faced an issue common to religious communities: the aging of its membership and a lesser need overall for sisters to teach in the parochial-school ...
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In the late 1980s, the Adrian Dominican Sisters faced an issue common to religious communities: the aging of its membership and a lesser need overall for sisters to teach in the parochial-school system. Wanting to find a way for its highly trained educators to remain active, and to address a significant societal need at the same time, the Adrian Dominicans began a literacy center in Detroit for adult learners. More centers followed in Michigan, Florida, and Illinois. Other Dominican communities have established literacy centers as well. The centers each serve a wide range of adult learners, including immigrant populations, in helping these learners to build better lives for themselves and their families. This essay looks at each of the Adrian Dominican-sponsored literacy centers as well as those of other communities, with input from directors, tutors, and learners.Less
In the late 1980s, the Adrian Dominican Sisters faced an issue common to religious communities: the aging of its membership and a lesser need overall for sisters to teach in the parochial-school system. Wanting to find a way for its highly trained educators to remain active, and to address a significant societal need at the same time, the Adrian Dominicans began a literacy center in Detroit for adult learners. More centers followed in Michigan, Florida, and Illinois. Other Dominican communities have established literacy centers as well. The centers each serve a wide range of adult learners, including immigrant populations, in helping these learners to build better lives for themselves and their families. This essay looks at each of the Adrian Dominican-sponsored literacy centers as well as those of other communities, with input from directors, tutors, and learners.
