Writing across the Curriculum in Historical Perspective: Toward a Social Interpretation

dc.contributor.author Russell, David
dc.contributor.author Russell, David
dc.contributor.department English
dc.date 2018-02-19T05:57:24.000
dc.date.accessioned 2020-06-30T02:20:17Z
dc.date.available 2020-06-30T02:20:17Z
dc.date.copyright Mon Jan 01 00:00:00 UTC 1990
dc.date.issued 1990
dc.description.abstract <p>Literacy instruction or the lack of it has a wide range of social consequencespolitical, economic, cultural. These consequences are most obvious when the members of some community are forbidden by law to learn to read-as, for example, blacks were in states of the antebellum South-in order to prevent them from raising their social standing and posing a political, economic, or cultural threat to the dominant community. More subtle but equally pervasive consequences stem from restrictions on advanced forms of literacy. In modern urbanindustrial society, less visible barriers to achieving advanced literacy also preserve the integrity and status of existing communities and limit access to coveted social roles. That process, however, like modern society itself, is much more complex than the crude legal bans on literacy common in agrarian societies.</p>
dc.description.comments <p>Published as Russell, David R. "Writing across the curriculum in historical perspective: Toward a social interpretation." <em>College English</em>52, no. 1 (1990): 52-73. Posted with permission.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/engl_pubs/195/
dc.identifier.articleid 1198
dc.identifier.contextkey 11208581
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath engl_pubs/195
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/23509
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/engl_pubs/195/377412.pdf|||Fri Jan 14 21:57:16 UTC 2022
dc.subject.disciplines Curriculum and Instruction
dc.subject.disciplines Curriculum and Social Inquiry
dc.title Writing across the Curriculum in Historical Perspective: Toward a Social Interpretation
dc.type article
dc.type.genre article
dspace.entity.type Publication
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