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Additional resources for 101 Montunos (English and Spanish Edition) Book and 2 CDs

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Parents are ambivalent: they may look both ways and mistrust ‘professionals’ even whilst calling on them to resolve ‘literacy problems’. All parties may ‘buy’ social perspectives at a common-sense, relatively banal level but have different reasons for resisting fuller development of it and its implications. g. between media departments and English departments), and government agencies such as QCA, Ofsted and the DfEE.

Certainly most anthropologists working on literacy and researchers such as Stuart Hall who have developed the field of Cultural Studies are well aware of the multiple, contested, processual nature of culture (Wright 1997; Hallam & Street 1998). A claim to culture is itself a part of the process rather than a given. So in that sense, one cannot simply line up a single ‘literacy’ with a single ‘culture’. Another phrase that emerged more recently, which I also think is problematic, in this larger context is the concept of ‘multi-literacies’.

Are at a more abstract conceptual level and have to be inferred from observation and interview data (Maybin 1998, e-mail communication). Brian Street 24 In the introduction to her chapter in Situated Literacies (ed. by Barton, Hamilton and Ivanic 2000), Maybin suggests that a number of authors in that volume are extending our thinking about events and practices through more theorising of discourse and intertextuality. She says: The taking on of more complex ideas about discourse and intertextuality in these studies of literacy enables the researchers to more clearly conceptualise the pivotal role of literacy practices in articulating the links between individual people’s everyday experience, and wider social institutions and structures.

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