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Home / Critical Review of Harnessing the Power of Narrative Literacy and Orality in Christian Education

Critical Review of Harnessing the Power of Narrative Literacy and Orality in Christian Education

Brian Vincent Street (24 October 1943 – 21 June 2017) was a professor of language teaching at King's College London and visiting professor at the Graduate School of Pedagogy in Academy of Pennsylvania. During his career, he mainly worked on literacy in both theoretical and practical perspectives, and is perhaps best known for his volume Literacy in Theory and Practice (1984).

Biography [edit]

Born in Manchester to Dorothy Groves, a woman from a Russian Jewish groundwork, Street was told his begetter, an Irish pilot, had died in activeness during the state of war. Street was adopted by Margaret Nellie Street and Harry Street; the family moved to Devon in 1945. The elder Street constitute work in a wool factory, where his adopted son suffered a serious center injury at the age of 18.[ane]

Street was educated at the Christian Brothers Grammar School in Plymouth and read English and, for his doctorate, Anthropology at Oxford University; his PhD was supervised by Godfrey Lienhardt.[1] [2] In 1971, he took up a lectureship at the Mashhad University.[three] From 1974, he taught social and cultural anthropology at the University of Sussex, assuming a post equally Professor of Linguistic communication and Educational activity at King's College London and for more than fifteen years he supervised doctoral students and taught graduate workshops on ethnography, student writing in higher education and language and literacy at King's.[iv] He spent vi months at the University of Pennsylvania in 1988, leading to a permanent appointment as a Visiting Professor in the Graduate Schoolhouse of Education.[iii] His summer schools at the Federal Academy of Minas Gerais in Belo Horizonte, Brazil connected until shortly earlier he died.[i] He retired from his full-time post at KCL in 2010.[2] Meanwhile, he connected an association with Sussex University, via the Mass-Observation archive housed there and research with Dorothy Sheridan.[3]

In 2009, he was elected Vice-President of the Royal Anthropological Institute (RAI) and has been Chair of the Education Committee of the RAI since 2006. Afterwards in his career, he became involved in development projects in South asia and Africa using ethnographic perspectives in training literacy and numeracy teachers in a plan known as Alphabetic character (Learning Empowerment through Training in Ethnographic Inquiry).[1] [five] He also worked with colleagues in Brazil with detail involvement in ethnographic and academic literacies perspectives. A drove of papers (coedited with Judy Kalman) concerning Latin America was published in 2012.

Bookish piece of work [edit]

Street became one of the leading theoreticians within what has come to exist known as New Literacy Studies (NLS), in which literacy is seen non simply as a fix of technical skills, but as a social exercise that is embedded in ability relations. Street developed his theory in opposition to leading literacy scholars at the time, including Jack Goody and Walter J. Ong. These, and other scholars, represented what Street called an "democratic view of literacy", in which literacy is as a ready of democratic skills that can be learnt independently of the social context. The alternative view Street chosen "ideological", since it acknowledges literacy's context-dependent and power-laden nature.

Central to Street's conceptualisation of literacy was the distinction between literacy events and literacy practices. The term literacy events was coined by Shirley Brice Heath to refer to situations in which people engage with reading or writing.[6] While literacy events refers to detached situations, literacy practices refers to the larger systems which these events create inside a customs. Literacy practices are the patterns of literacy events in a lodge; different domains may have different literacy practices, every bit literacy has different functions within a society, across domains. Street defined literacy practices as the "broader cultural formulation of particular ways of thinking about and doing reading and writing in cultural contexts."[seven]

The notion of literacy practices stems from Street'southward fieldwork in an Iranian mountain village, Cheshmeh, where he realised that people used literacy in different ways in different contexts, and for dissimilar purposes: maktab, schooled and commercial literacy practices.[3] The uses and meanings of these were different: maktab literacy was associated with Koranic schools, schooled literacy with secularisation and modernisation, and commercial literacy with the fruit merchandise. The commercial literacy sprang out of the Koranic literacy practices, rather than schooled literacy practices every bit the dominant view of Literacy might expect and Street explains this by the status and authority the latter practice had within the village. Schooled literacy, on the other hand, although more than technically developed, was oriented abroad from the village towards the cities. It was not the literacy skills as such, but the social functions associated with particular literacies, that influenced the development of commercial literacy in this village.

Subsequently in his career Street worked on academic literacy and numeracy, and both areas can be said to reflect and build on his view of literacy. In several articles on academic literacy (near coauthored with Mary R. Lea) Street critiques the notion of bookish literacy as a set of skills to give writings structure, content and clarity, and argues that this varies across disciplines, and that what is seen equally "appropriate writing" is more than closely tied to epistemologies and the underlying assumptions of different disciplines. The perspective of academic literacies acknowledges and takes into account the ability and discourses within institutions and institutional production and representation of pregnant.

Similar literacy, Street (and his coauthors Dave Baker and Alison Tomlin) saw numeracy as a social practice that cannot exist reduced to a prepare of technical skills. Rather, they plough the focus to social factors, peculiarly the similarities or differences between school and home numeracy practices, and the implications of these, including ideology, power relations, values, and social institutions. Street (and his coauthors) argued that some maths practices are privileged over others, and this has to do with the command and status associated with social institutions and procedures. In that sense, we tin adopt a similar arroyo to numeracy practices as social and ideological that has been developed with regard to literacy.

Personal life and honours [edit]

Street married twice. Firstly to Joanna Lowry, whom he met while an academic at Sussex Academy; the couple had three at present adult children, a son and two daughters, before separating in 1991. His second wife was Maria Lucia Castanheira, a professor at Brazil'southward Federal University of Minas Gerais,[1] whom he married in 2017.[8] He was awarded the National Reading Conference's Distinguished Scholar Lifetime Achievement Accolade in 2008.[ix]

Death [edit]

Brian Street died in Hove on 21 June 2017 at the age of 73[x] from cancer.[8]

Selected books [edit]

  • Grenfell, Michael (2012). Language, ethnography, and teaching : bridging new literacy studies and Bourdieu. New York, NY: Routledge. ISBN9780415872485.
  • Heath, Shirley Brice (2008). On ethnography: approaches to linguistic communication and literacy research. Approaches to language and literacy research. New York: Teachers College Printing : NCRLL/National Conference on Enquiry in Language and Literacy. ISBN9780807748664.
  • Students writing in the academy: cultural and epistemological problems. Studies in written language and literacy. Amsterdam ; Philadelphia: John Benjamins Pub. 1999. ISBN9027218013.
  • Kalman, Judy; B. V. Street (2012). Literacy and numeracy in Latin America: local perspectives and beyond. New York: Routledge. ISBN9780415896092.
  • Sheridan, Dorothy (2000). Writing ourselves: mass-observation and literacy practices. Language & social processes. Cresskill, N.J: Hampton Press. ISBN1572732776.
  • Street, Brian 5. (1984). Literacy in theory and practice. NY: Cambridge University Printing.
  • Street, Brian V.; B. Yard. Kroll (1988). "Cross-cultural perspectives on literacy". In E. R. Kintgen; M. Rose (eds.). Perspectives on literacy. Carbondale, IL: Southern Illinois Academy Printing. pp. 139–150.
  • Street, Brian V. (1995). Adult Literacy in the United kingdom: A History of Enquiry and Exercise. Citeseer.
  • Street, Brian 5. (1995). Social literacies: Critical approaches to literacy in evolution, ethnography and educational activity. London: Longman.
  • Literacy and development: Ethnographic perspectives. Brian V. Street (ed.). London and New York: Routledge. 2001. {{cite volume}}: CS1 maint: others (link)
  • Literacies across educational contexts: Mediating learning and teaching. Brian V. Street (ed.). Philadelphia: Caslon Publishing. 2005. {{cite book}}: CS1 maint: others (link)
  • Street, Brian 5. (2005). Navigating numeracies: habitation/schoolhouse numeracy practices. Multiple perspectives on attainment in numeracy. Dordrecht, Netherlands: Springer. ISBN1402036760.
  • Street, Brian V.; D. Bloome; K. Pahl (2012). "Alphabetic character: Learning for Empowerment through Training in Ethnographic-fashion Research". In Thou. Grenfell; C. Hardy, J. Rowsell (eds.). Linguistic communication, Ethnography, and Education: Bridging New Literacy Studies and Bourdieu. New York and London: Routledge. pp. 73–88.

Selected manufactures and volume chapters [edit]

  • Street, Brian V. (1993). "The new literacy studies, invitee editorial". Periodical of Research in Reading. 16 (2): 81–97. doi:10.1111/j.1467-9817.1993.tb00039.10.
  • Street, Brian V.; L. Thompson (1993). "Culture is a verb: Anthropological aspects of language and cultural procedure". In D. Graddol; M. Byram (eds.). Linguistic communication and culture. Clevedon, United kingdom of great britain and northern ireland: BAAL in association with Multilingual Matters. pp. 23–43.
  • Street, Brian V. (1997). "The Implications of the 'New Literacy Studies' for Literacy Educational activity". English in Education. 31 (3): 45–59. doi:10.1111/j.1754-8845.1997.tb00133.x.
  • Street, Brian Five. (1999). "Academic Literacies". In Carys Jones; Brian V. Street (eds.). Students Writing in the Academy: Cultural and epistemological issues. Amsterdam and Philadelphia: John Benjamins Publishing Company. pp. 193–227.
  • Street, Brian V. (2003). "What's "new" in New Literacy Studies? Critical approaches to literacy in theory and practice". Current Problems in Comparative Teaching. 5 (2): 77–91.
  • Street, Brian V. (2003). "The limits of the local 'democratic' or 'disembedding'". International Journal of Learning. 10: 2825–2830.
  • Street, Brian Five. (2004). "Futures of the ethnography of literacy?". Language and Education. 18 (four): 326–330. doi:10.1080/09500780408666885. S2CID 144436705.
  • Street, Brian 5. (2004). "Thoughts on anthropology and educational activity". Anthropology Today. xx (6): i–2. doi:10.1111/j.0268-540x.2004.00308.x.
  • Street, Brian Five. (2005). "The hidden dimensions of mathematical linguistic communication and literacy". Linguistic communication and Education. 19 (2): 135–140. doi:10.1080/09500780508668669. S2CID 143495132.
  • Street, Brian V. (2005). "At final: Recent applications of new literacy studies in educational contexts". Research in the Education of English. 39 (4): 417–423.
  • Street, Brian V. (2005). "Applying New Literacy Studies to numeracy as social exercise". Urban Literacy: Advice, Identity and Learning in Development Contexts. Hamburg: UNESCO Establish for Didactics: 87–96.
  • Street, Brian V. (2012). "Society Reschooling". Reading Research Quarterly. 47 (two): 216–227. doi:ten.1002/RRQ.017.
  • Street, Brian V.; Alan Rogers; Dave Baker (2006). "Adult teachers as researchers: ethnographic approaches to numeracy and literacy every bit social practices in South Asia". Convergence. 39 (one): 31.
  • Street, Joanna C.; Brian Five. Street; M. Briggs; One thousand. Selinger (1995). "The schooling of literacy". In J. Bourne; P. Murphy (eds.). Subject learning in the primary curriculum: Issues in English, science, and math. London: Routledge. pp. 75–88.

References [edit]

  1. ^ a b c d e Street, Alice (July 2017). "Brian Street, 1943-2017". Royal Anthropological Institute. Retrieved 16 July 2017.
  2. ^ a b "Professor Brian Street - In memoriam". Rex's College London. 30 June 2017. Retrieved 2 July 2017.
  3. ^ a b c d Maybin, Janet (x September 2017). "Brian Street, 1943-2017". Purple Anthropological Institudte. Retrieved 25 September 2017.
  4. ^ "Professor Brian Street". King'due south College London. Retrieved 25 January 2013.
  5. ^ "LETTER". balid.org.united kingdom of great britain and northern ireland. Archived from the original on 23 April 2013. Retrieved 25 January 2013.
  6. ^ Heath, S. B. (1982). "What no bedtime story means: Narrative skills at dwelling house and schoolhouse". Linguistic communication in society. eleven(one), 49–76.
  7. ^ Street, Brian V. 2000 Literacy events and literacy practices: Theory and do in the New Literacy Studies. In Thousand. Jones & M. Martin-Jones (Eds.), Multilingual Literacies. Reading and writing different worlds (pp. 17–29). Philadelphia: John Benjamins Publishing Company
  8. ^ a b Bloome, David (22 September 2017). "Brian Vincent Street". Anthropology News. Archived from the original on 26 December 2017. Retrieved 25 December 2017.
  9. ^ "Brian Street". africanbookscollective.com. Retrieved 25 January 2013.
  10. ^ "Brian Street (1943–2017)". University of Oxford Anthropology. 27 June 2017. Retrieved 28 June 2017.

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Source: https://en.wikipedia.org/wiki/Brian_Street