IDEOLOGY
In contrast, Street (1984) stated that an 'Ideological' model of literacy "accepts that literacy varies from situation to situation and it depends on the belief" (Barton, 1994: 25). This means that reading, writing are cultural practices, and are learned in specific cultural contexts (Baker & Street, 1991:2). In (Cabral, & Martin-Jones 2008). Ideological model argued that using literacy and numeracy cannot be generalized across cultures, and cannot be isolated or treated either as 'neutral' or 'technical'. (Cabral, & Martin-Jones 2008). This means that the definition of literacy depends on the context in which that literacy is being practiced. By implication, an ideological model is suggesting that there are different types of literacy …show more content…
Instead, the models of language are dealt with according to the different roles each plays in a society Street (1995) conducted a fieldwork in his village on literacy practice. He focused on school literacy, commercial literacy, and Islam literacy. He terms literacy in two ways, autonomous and ideological literacy. The writing was described as an autonomous skill because it relates to the cognitive process of an individual while ideology literacy was described as the way in which literacy is used and how people relate literacy to the society which they belong. He then concluded that literacy should not be seen as neutral skill but as a situated practice.
Street (2005) defines the ideological model as a social practice, rather than as an autonomous, and unified set of neutral skills. He questioned the ‘autonomous model' of literacy that claimed that literacy has cognitive …show more content…
It showed that differences in perceiving literacy and its relation to "reality" stem directly from the influence of ideology in each community. In Roadville, a white working-class community of fourth-generation textile mill workers, adults encouraged their children to use books to learn about the "real world", not about a fantasy world or about a world of personal self-exploration. Parents in Trackton, a black working-class community whose older generations farmed the land, but whose current members work in the mills, encouraged their children to use books to fantasize, and it was their enlargement and transformation that adults looked for in their children's narratives about what they had read. The third community consisted of mainstream white families; mainstream children were encouraged by their parents to use reading to gain a greater understanding of themselves; books were for personal self-exploration, not for examination of the "real world" or for fantasizing. Thus the children of each community went to school with different literacy experiences and views of reality. These divergent ideologies about literate practices, of course, affected the ways the children responded to formal schooling. A conclusion is that even when in close proximity, communities' cultural conventions and needs with respect to the literate
In contrast, Street (1984) stated that an 'Ideological' model of literacy "accepts that literacy varies from situation to situation and it depends on the belief" (Barton, 1994: 25). This means that reading, writing are cultural practices, and are learned in specific cultural contexts (Baker & Street, 1991:2). In (Cabral, & Martin-Jones 2008). Ideological model argued that using literacy and numeracy cannot be generalized across cultures, and cannot be isolated or treated either as 'neutral' or 'technical'. (Cabral, & Martin-Jones 2008). This means that the definition of literacy depends on the context in which that literacy is being practiced. By implication, an ideological model is suggesting that there are different types of literacy …show more content…
Instead, the models of language are dealt with according to the different roles each plays in a society Street (1995) conducted a fieldwork in his village on literacy practice. He focused on school literacy, commercial literacy, and Islam literacy. He terms literacy in two ways, autonomous and ideological literacy. The writing was described as an autonomous skill because it relates to the cognitive process of an individual while ideology literacy was described as the way in which literacy is used and how people relate literacy to the society which they belong. He then concluded that literacy should not be seen as neutral skill but as a situated practice.
Street (2005) defines the ideological model as a social practice, rather than as an autonomous, and unified set of neutral skills. He questioned the ‘autonomous model' of literacy that claimed that literacy has cognitive …show more content…
It showed that differences in perceiving literacy and its relation to "reality" stem directly from the influence of ideology in each community. In Roadville, a white working-class community of fourth-generation textile mill workers, adults encouraged their children to use books to learn about the "real world", not about a fantasy world or about a world of personal self-exploration. Parents in Trackton, a black working-class community whose older generations farmed the land, but whose current members work in the mills, encouraged their children to use books to fantasize, and it was their enlargement and transformation that adults looked for in their children's narratives about what they had read. The third community consisted of mainstream white families; mainstream children were encouraged by their parents to use reading to gain a greater understanding of themselves; books were for personal self-exploration, not for examination of the "real world" or for fantasizing. Thus the children of each community went to school with different literacy experiences and views of reality. These divergent ideologies about literate practices, of course, affected the ways the children responded to formal schooling. A conclusion is that even when in close proximity, communities' cultural conventions and needs with respect to the literate