Language, literacy and the developing world
| dc.contributor.author | Whitney, John Christopher | en_US |
| dc.date.accessioned | 2024-08-15T20:15:22Z | |
| dc.date.available | 2024-08-15T20:15:22Z | |
| dc.date.copyright | 1992 | en_US |
| dc.date.issued | 1992 | |
| dc.degree.department | Department of Linguistics | en_US |
| dc.degree.level | Master of Arts M.A. | en |
| dc.description.abstract | Literacy has been held up as the torch that will light the way to a world of human dignity and justice. Experts have identified universal vernacular literacy as so obviously desirable as to be "axiomatic." But these principles are a product of social ideology and a failure by members of literate cultures to appreciate the depth of resources that non-literate cultures may offer their members. Researchers and development policy makers show a lack of awareness of the impact of inappropriate literacy programs on oral societies, and, perhaps even more dangerously, of the inherent weaknesses of the literate cultures they represent. An understanding of the complexity and probable direction of the popular forces at play, and due recognition that basic human needs exist that are met only poorly by industrial societies, should be at the heart of development policy. This study of literacy, as it relates to the developing world, looks to historical models of language change to demonstrate that language change is not a random process, but follows patterns that, in basis, vary little between historical examples and those of the present day. This should give a perspective on popular forces that create new societies out of old ones, helping to target probable important languages for developing nations, as well as identifying the role that literacy in any particular language might have in this process. This study also tries to fathom issues related to education and the nature of knowledge. Western literate societies have a dynamic and linear character, but have undergone an erosion of depth of perception as evidenced by their "literary" output. Oral societies tend to have a more integrated and coherent manner of perpetuating themselves and educating their members. This can be understood, at least in part, through the mythologies that give meaning to the experience of the members of different societies. | en |
| dc.format.extent | 129 pages | |
| dc.identifier.uri | https://hdl.handle.net/1828/20097 | |
| dc.rights | Available to the World Wide Web | en_US |
| dc.subject | UN SDG 4: Quality Education | en |
| dc.title | Language, literacy and the developing world | en_US |
| dc.type | Thesis | en_US |
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