Session Information
13 SES 08 C, Tacit Dimensions of Learning and Teaching
Symposium
Contribution
Harvey Graff (1986, 1995) proposes that literacy should be understood within the framework of curricula that cultivates consciousness, remembrance and imagination. Margaret W. Ferguson traces in her book titled Didos’s Daughters, a long tradition of graphocentricity, which she also connects to Eurocentric thinking “that associates the Latin alphabetic letter with the values of cultural literacy understood as marks of – and capacity for – (Western) civilization itself.” (03:34). Brian Street (1984) Literacy in Theory and Practice, points out that some traditions in the field consider literacy to be an ideologically neutral technology and for thus, often unwittingly, serving as apologists for modernization considered as form of Western imperialism. Street draws on Derrida’s authority to advocate an alternative model of literacy as a culturally “embedded” and hence highly variable set of theories and practices of communication. I intend to let Shakespeare’s Hamlet, or more correctly Ophelia’s testimony, cooperate with Derrida’s “Plato’s Pharmacy” in Dissemination and “The end of the book and the beginning of writing”, “The violence of the letter” in Of Grammatology. The questions of literacy are closely linked to our understanding of language. My topic of this symposium will be a presentation of literacy as derridean writing.
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