Postliteracy in the Age of Democracy A

This important book is critical reading for anyone confronting the problem of how to improve the retention of literacy skills among newly literate populations. The author sets out comparing programs and methods in China and Tanzania in order to answer some of the most difficult and important questions facing educators today.

Prologue

xiii

Robert Arnove

Preface

xvii

Acknowledgments

xxiii

Introduction

1

(18)

Education for All Movement

2

(2)

Who Can Define Literacy?

4

(1)

Study of Literacy Practice in Everyday Life

4

(2)

Oddity of the ``Third World''

6

(5)

Literacy and Communication Media

11

(3)

Chapters in the Book

14

(5)

Dimensions of Literacy in Postliterate Society

19

(16)

Dimensions of Postliteracy

20

(3)

``Competence'' vs. ``Critical-Cultural'' Perspectives

23

(2)

Critical-Cultural Dimension

25

(3)

Cultural Dimension

28

(1)

Concluding Comment

28

(7)

The Theory of Postliteracy in Comparative Perspectives

35

(34)

Definitions of Literacy Practice

38

(13)

Theoretical Framework of Postliteracy

51

(1)

Systems Theory

52

(3)

Humanist Theory

55

(5)

Summary

60

(9)

Postliteracy in National Development

69

(20)

Rationale of Postliteracy in Development

70

(1)

Disenchantment with Formal Schooling

70

(4)

Great Expectations in the Power of Literacy

74

(5)

Paradox of Postliteracy

79

(5)

Conclusion

84

(5)

Politics of Postliteracy Education (with Regie Stites)

89

(24)

Changing Agendas for Mass Literacy in China and Tanzania

90

(1)

Literacy, Equity, and Development in Transition States

91

(4)

Background to Illiteracy Eradication in China

95

(3)

Education for Tanzanian Socialism (Ujamaa)

98

(15)

Transition to Economic Concerns for Socialist Education

113

(12)

Transition to Economic Concerns in China

114

(4)

Education in Rural Areas

118

(4)

Problems in Economic Recovery

122

(1)

Conclusion

122

(3)

Social and Economic Reform in Tanzania

125

(18)

Transition to Economic Concerns in Tanzania

125

(3)

Postliteracy in Tanzania

128

(2)

Role of the Mass Media in Postliteracy

130

(2)

Findings of Communication Media Survey

132

(8)

Summary

140

(3)

Future of Literacy in the Age of Democracy

143

(32)

Lessons from Emerging Democracies

146

(4)

Democratic Control of Education in China and Tanzania

150

(9)

Locating Critical Concerns

159

(6)

Dilemmas and Contradictions of Postliteracy

165

(5)

Conclusion

170

(5)

References

175

(14)

Index

189

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Postliteracy in the Age of Democracy A Comparative Study of China and Tanznaia

Summary

Table of Contents

Supplemental Materials