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Literacy in Developed and Developing Countries

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International Handbook of Educational Policy

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 13))

Abstract

Ideas about literacy have featured prominently on the policy agenda for decades, with few sharp differences between developed and underdeveloped societies. But research on literacy policies has reached a turning point today. The first testimony of this trend is the wish of many scholars to evaluate what the outcomes of the past 50 years of literacy research and innumerous literacy programs have been. Second, literacy has become an interdisciplinary field (Barton, 1994), and anthropology has made considerable contributions to it. Third, literacy has come to be seen as an element within a web of practical activities and community commitments (Etzioni, 1993; Selznick, 1992). Literacy work has been full of both enthusiasm and disappointment. The antagonisms of literacy and the discontinuities of history are the subject of the present chapter

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  1. Free University of Berlin, Germany

    Armin Triebel

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  1. Ontario Institute for Studies in Education of the University of Toronto, ON, Canada

    Nina Bascia , Alister Cumming , Kenneth Leithwood  & David Livingstone , ,  & 

  2. University of Southern California, Los Angeles, CA, USA

    Amanda Datnow

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Triebel, A. (2005). Literacy in Developed and Developing Countries. In: Bascia, N., Cumming, A., Datnow, A., Leithwood, K., Livingstone, D. (eds) International Handbook of Educational Policy. Springer International Handbooks of Education, vol 13. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3201-3_42

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