'What's Going on Here?' Reflections on Brian Street's Contribution to Literacy Education

A. Robinson-Pant
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Abstract

As a teacher and researcher of literacy, Brian Street introduced ethnographic inquiry to two quite different communities: adult literacy practitioners in India, Ethiopia and Uganda, and university students in the UK and USA. Through re-visiting his teaching materials and approaches, the article explores how he mediated key concepts within anthropology - such as ‘context’ and an ‘ethnographic frame of mind’ - through practical activities with university students and adult educators. Within higher education, Street’s research on academic literacies both emerged from and built on engagement with students and colleagues around the notion of literacy as a social practice shaped by institutional hierarchies and cultures. In development projects, Street extended his early (1984) research in Iran on multiple literacies, including what he termed UNESCO ‘essay-text’ literacy, into a ‘hands-on’ programme for literacy trainers to investigate everyday literacies often overlooked by formal adult literacy initiatives. Street’s active engagement in literacy teaching and learning resulted in methodological innovation, particularly the development of ‘ethnographic style’ methods. Arguing that applied anthropology was often seen as having a one-directional relationship with education, Street demonstrated that education could also make an intellectual contribution to anthropology in terms of deepening understanding of literacy, language and learning within the discipline.
“这是怎么回事?”反思布莱恩·斯特里特对扫盲教育的贡献
作为一名教师和扫盲研究人员,Brian Street将民族志调查引入了两个截然不同的群体:印度、埃塞俄比亚和乌干达的成人扫盲从业者,以及英国和美国的大学生。通过重新审视他的教学材料和方法,本文探讨了他是如何通过与大学生和成人教育者的实践活动来调解人类学中的关键概念——比如“语境”和“人种学的思维框架”。在高等教育领域,斯特里特对学术素养的研究源于并建立在与学生和同事的接触基础上,他们认为,素养是一种由制度等级和文化塑造的社会实践。在发展项目中,Street将他早期(1984)在伊朗进行的关于多种读写能力的研究,包括他所谓的联合国教科文组织的“散文式”读写能力,扩展为读写能力培训人员的“动手”项目,以调查经常被正式成人读写能力计划所忽视的日常读写能力。斯特里特在识字教学和学习方面的积极参与导致了方法论的创新,特别是“民族志风格”方法的发展。斯特里特认为,应用人类学通常被视为与教育有单向关系,他证明,教育也可以在加深对学科内的读写、语言和学习的理解方面对人类学做出智力贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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