Illiteracy and Power

  • First Online: 27 November 2022

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illiteracy essay pdf

  • Martyn Lyons 2  

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Literacy is not merely a technical skill; it also has political implications, as in the examples of indigenous peoples in Australia and New Zealand, where it was an instrument of colonial power, and the English medieval state analysed by Clanchy. Analysis of the politics of literacy then focusses on how elites have denied subordinate classes the right to literacy, as in the examples of black slaves in the USA, nineteenth-century French peasants and nineteenth-century Finland. Parents, too, have acted as a literacy deterrent, especially for girls, as in various examples from nineteenth-century Britain and France. In some circumstances illiteracy may be a deliberate choice, to avoid incorporation into the state, as argued by James C. Scott and illustrated by the Roma.

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Harvey J. Graff, The Literacy Myth: Cultural Integration and Social Structure in the Nineteenth Century , London and New York (Routledge), 2017, Introduction (first edition 1979).

Jack Goody, ed., Literacy in Traditional Societies , Cambridge UK (Cambridge University Press), 1968, 11–24.

Penny van Toorn, Writing Never Arrives Naked: Early Aboriginal cultures of writing in Australia , Canberra (Aboriginal Studies Press), 2006. See esp. 15, 27–28 and 214 for this section.

http://www.nfsa.gov.au/digitallearning/mabo/info/tradBarkPaintingYirrala.htm , consulted 31 December 2014.

Bill Ashcroft, Gareth Griffiths and Helen Tiffin, The Empire Writes Back: Theory and Practice in Post-colonial Literatures , London (New Accents), 2002, 217.

Donald Francis McKenzie, Oral Culture, Literacy and Print in early New Zealand: the Treaty of Waitangi , Wellington NZ (Victoria University Press with Alexander Turnbull Library Endowment Trust), 1985.

Brian V. Street, Literacy in Theory and Practice , Cambridge UK (Cambridge University Press), 1984.

Ibid., Chap. 3.

Michael T. Clanchy, From Memory to Written Record: England 1066–1307 , Oxford (Blackwell), 2nd ed., 1993, Chap. 8.

Ibid., for example, Chap. 3.

Hilary E. Wyss, English Letters and Indian Literacies: Reading, Writing and New England Missionary Schools, 1750–1839 , Philadelphia (University of Pennsylvania Press), 2012, 6.

Lawrence Stone, ‘Literacy and Education in England, 1640–1900’, Past and Present 42 (1969): 85.

Paulo Freire, The Politics of Education: Culture, Power and Liberation , trans. Donaldo Macedo, Basingstoke UK (Macmillan), 1985, 13.

Janet Duitsman Cornelius, ‘When I Can Read My Title Clear’: Literacy, Slavery and Religion in the Antebellum South , Columbia SC (South Carolina University Press), 1991, 9.

Jonathan Rose, Readers’ Liberation , Oxford (Oxford University Press), 2018, cit. 88.

Frederick Douglass, Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself, Boston (Mobile Reference), 2010, 50–5. I refrain from citing a racially insulting word which, even when penned by Frederick Douglass, may today cause offence.

Cornelius, ‘When I Can Read My Title Clear’ , 78.

Heather Andrea Williams, Self-Taught: African American Education in Slavery and Freedom , Chapel Hill NC (University of North Carolina Press), 2005, 104.

Ibid., 122–4.

Paul Lorain, Tableau de l’instruction primaire en France , Paris (Hachette), 1837, 187.

Ibid., 188.

Noë Richter, Les Bibliothèques populaires , Le Mans (Plein Chant), 1997, 6.

Lorain, Tableau de l’instruction , 188.

Émile Guillaumin, La Vie d’un Simple , Paris (Hachette-Livre de poche), 1972, first edition 1904, 190–1.

Ilkka Mäkinen, ‘“The World will be turned upside down, when even the maids are taught to write”: Prejudices Against Teaching All People to Write in Nineteenth-Century Finland’ in Reading and Writing from Below: Exploring the Margins of Modernity , eds. Ann-Catrine Edlund, T.G. Ashplant and Anna Kuismin, Umeå (Umeå University & Royal Skyttean Society), 2016, 27–31.

Laura Stark, ‘Motives for Writing and Attitudes Regarding Writing Ability Among Rural Commoners in Finland 1840–1900’ in Edlund et al., Reading and Writing from Below , 51–2.

R.A. Houston, Scottish Literacy and Scottish Identity: Illiteracy and Society in Scotland and Northern England, 1760–1800 , Cambridge UK (Cambridge University Press), 1985, 222–6.

Jean Macé, Morale en Action, mouvement de propagande intellectuelle en Alsace , Paris (Hetzel) 1865; Martyn Lyons, Readers and Society in Nineteenth Century France: Workers, Women, Peasants , Basingstoke UK (Palgrave), 2001, 35–40; Marcel Boivin, ‘Les Origines de la Ligue de l’Enseignement en Seine-Inférieure, 1866–1871’, Revue d’histoire économique et sociale 46: 2 (1968): 203–31; on the republican dimension, see Katherine Auspitz, The Radical Bourgeoisie: the Ligue de l’Enseignement and the origins of the Third Republic, 1866–1885 , Cambridge UK (Cambridge University Press), 1982.

Dawn Mabalon, Little Manila is in the Heart. The Making of the Filipina/o American Community in Stockton, California , Durham NC (Duke University Press) 2013, 49.

Emma Goldmann, Living My Life , London (Pluto), 1987, vol. 1, 12 (first published 1931).

Martin Nadaud, Mémoires de Léonard, ancien garçon maçon , Bourganeuf (Duboueix), 1895, 10–23.

Jeffrey Brooks, When Russia Learned to Read: Literacy and Popular Literature, 1861–1917 , Princeton NJ (Princeton University Press), 1985, 13.

Marianne Farningham, A Working Woman’s Life: an autobiography , London (J. Clarke), 1907, 34.

Mary Smith, The Autobiography of Mary Smith, Schoolmistress and Nonconformist , London (Bemrose), 1892, 40.

Ibid., 60–1.

Marina Roggero, L’Alfabeto conquistato: Apprendere e insegnare nell’Italia tra Sette e Ottocento , Bologna (Il Mulino), 1999, 258.

Marina Roggero and Maria-Novella Borghetti, ‘L’alphabétisation en Italie: une conquête féminine?’, Annales. Histoire, Sciences sociales 56: 4–5 (2001): 924.

Kathleen Rockhill, ‘Gender, Language and the Politics of Literacy’ in Cross-Cultural Approaches to Literacy , ed. Brian V. Street, Cambridge UK (Cambridge University Press), 1993, 156–75.

Bernard Lahire, La Raison des plus faibles , Lille (Presses Universitaires de Lille), 1993, 153.

Ibid., 165.

Dorothy Sheridan, Brian Street and David Bloome, Writing Ourselves: Mass-Observation and Literacy Practice , Cresskill NJ (Hampton Press), 2000, 144.

Yasmine Siblot, ‘“Je suis la secrétaire de la famille!” La prise en charge féminine des tâches administratives entre subordination et ressource’, Genèses 64 (septembre 2006): 52.

Claude Lévi-Strauss, Tristes tropiques , trans. John and Doreen Weightman, Harmondsworth UK (Penguin), 1973, 393.

Pierre Furter, ‘Contribution à l’étude de l’analphabétisme’, International Review of Education 11: 3 (1965): 269–71.

Pierre Ley, ‘Statut de l’écrit et illettrisme chez les Tsiganes’ in Illettrismes: variations historiques et anthropologiques , ed. Béatrice Fraenkel, Paris (Centre George Pompidou/ Bibliothèque publique d’information), 1993, 233–8.

Paola Toninato, ‘The Rise of Written Literature among the Roma: A Study of the Role of Writing in the Current Re-Definition of Romani Identity with Specific Reference to the Italian Case’, D.Phil Thesis, University of Warwick, 2004, for all this section; and by the same author, Romani Writing: Literacy, Literature and Identity Politics , New York (Routledge), 2013.

Today, the possibility of access to social media platforms offers an incentive to read and write to the younger generation.

James C. Scott, The Art of Not Being Governed: An Anarchist History of Upland Southeast Asia, New Haven CT (Yale University Press), 2009, 220–37.

Martyn Lyons, The Pyrenees in the Modern Era: Reinventions of a Landscape, 1775–2012 , London (Bloomsbury), 2018, 140–2.

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Lyons, M. (2022). Illiteracy and Power. In: The History of Illiteracy in the Modern World Since 1750. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-09261-9_3

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Home / Essay Samples / Education / Illiteracy / Illiteracy As A Social Problem

Illiteracy As A Social Problem

  • Category: Education , Social Issues
  • Topic: Illiteracy , Social Problems

Pages: 3 (1347 words)

Views: 4033

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Illiteracy leads to:

  • lack of understanding,
  • unemployment,
  • degraded jobs,
  • lower income,
  • low self-esteem,
  • health problems,
  • increased crime rates,
  • drug abuse,
  • lack of technological advancements
  • slow national development.
  • Meaning of illiteracy, Illiteracy is a social problem. It is an extreme form of educational failure which can be defined as the state in which one lacks the ability to read and write
  • Causes of illiteracy, poverty, corruption, an inadequate number of schools, lack of trained teachers, weak economic condition of families, lack of resources, social and cultural thinking
  • Illiteracy between parents, numerous unskilled guardians don't put much accentuation on the significance of training.
  • Unwaged of the education, A few people trust that the main reason somebody ought to go to class is so he or she can land a decent position and make a decent life.
  • Social hurdles, limitations on young ladies' training in a few social orders prompt absence of education among the influenced fragment of the populace.
  • Thwarts financial and social advancement, lack of education incredibly restrains the financial and social advancement of a person and additionally that of the nation.
  • Lack of education prompts destitution, Instruction outfits one with the correct aptitudes and ability for beneficial business.
  • Tough life, the powerlessness to discover productive work can subject one to an existence of neediness with poor living conditions.

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