Abstract

Drawing on scholarship in a variety of disciplines - philosophy, political theory, sociology, sociolinguistics, anthropology, literary theory, rhetoric - the authors outline an approach to the study of literacy that does not neglect the cognitive or individual aspects of literacy but rather sees them as largely shaped by the social forces of our political, economic, and educational systems. Ranging from the first-year writing class to adult literacy programs, the essays point the way to effective teaching strategies, program design, and research opportunities.Seven new chapters - on such topics as collaborative writing, discourse communities, women's literacy, and functional literacy - and eight previously published ones make up the book, providing a comprehensive theory of writing as social action.