Academic literature on the topic 'Literacy – great britain'
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Journal articles on the topic "Literacy – great britain"
1
Pace, Glenellen. "The Promise of Drama Education: Voices from Britain." Talking Points 14, no. 1 (October 1, 2002): 15–21. http://dx.doi.org/10.58680/tp20022592.
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Literacy and arts educator Glennellen Pace serves as an ambassador of sorts, pollinating the great practices between our two countries. Here she shares seven examples showcasing the use of drama in varied levels and varied contexts in Great Britain.
2
Kecman, Violeta. "European media literacy agenda." Napredak 1, no. 2 (2020): 65–78. http://dx.doi.org/10.5937/napredak2002065k.
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The paper sheds light on the most important documents of the Council of Europe, the European Union and UNESCO in the field of media literacy implementation. The representation of media education in Europe was achieved by a descriptive-analytical method and an analysis of the content of national curricula, as well as reports on media literacy. The goal of this desk research is to identify common features of the most successful implementation examples. The results of the research show that the most successful European models have been implemented in the educational systems of France, Great Britain, Finland and Slovenia. The implementation of media literacy in the curriculum is a process whose success depends on the continuum of media literacy in the education system, the professional qualifications of teachers for media education and methodological approaches to teaching.
3
Kellner, Douglas, and Jeff Share. "Media Literacy in the US." Media Education: Stand der Medienpädagogik im internationalen Raum 11, Media Education (September 15, 2005): 1–21. http://dx.doi.org/10.21240/mpaed/11/2005.09.15.x.
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Media literacy education is not as advanced in the US as in several other English-speaking areas such as Great Britain, Canada, and Australia. Despite decades of struggle since the 1970s by individuals and groups, media education is still only reaching a small percentage of Americans. While some major inroads have been made, such as getting elements of media literacy included in most of the 50 state's educational standards and the launching of two national media education organizations, most teachers and students in the United States still have never heard of media literacy. In this paper, we first set forth some models of media literacy, delineate key concepts of critical media literacy, and then examine some of the most active organizations in the United States and differences in their goals and pedagogy.
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Wilson, Marilyn. "MAKING SENSE OF A NEW WORLD: LEARNING TO READ IN A SECOND LANGUAGE.Eve Gregory. London: Chapman, 1996. Pp. 197. $25.95 paper." Studies in Second Language Acquisition 20, no. 3 (September 1998): 427–29. http://dx.doi.org/10.1017/s0272263198243063.
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Eve Gregory's book fills a void in literacy education for bilingual students. This text provides solid theory, useful resources, and practical teaching suggestions for literacy development in a second language for young children. Describing the multilingual, multicultural complexity of early schooling in Great Britain, Gregory provides a strong rationale for her views of early literacy training, both formal and informal, for “emergent bilinguals”—children who are “the first generation in their family to receive formal schooling in the new country, who do not speak the language of the host country at home, and who are consequently at the early stages of second language learning” (p. 8).
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White, Allan Leslie. "Mathematics Literacy: An Australian Perspective and Experience." Southeast Asian Mathematics Education Journal 7, no. 1 (June 29, 2017): 31–42. http://dx.doi.org/10.46517/seamej.v7i1.43.
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A brief listing of five different types of mathematical literacy is provided. The definition used by the Program for International Student Assessment (PISA) is selected and some brief remarks are provided on this program. The performance of Australian students is examined which shows that at the beginning of the new century 2000, Australian educators were feeling comfortable and reasonably satisfied with student performance but by 2016there was great concern over a consistent decline. The reasons for this decline are briefly discussed with the focus on Australian governmental policies that followed the directions of reform in the United States and Great Britain, and what has been labelled GERM. Current policies have been tried and failed and it is time to look for alternatives. While it is not wise to just copy the programs and policies of another country rather than adapt them due to differences in culture, population diversity, and other factors, nevertheless countries such as Finland can offer alternative paths to be explored. In Australia’s case it would also seem to be unwise to adopt policies and programs of countries who perform worse than it.
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Bliznyuk, M., and O. Debre. "MODERN TECHNOLOGY EDUCATION IN THE DEVELOPED EUROPEAN COUNTRIES." Ukrainian professional education, no. 8 (November 25, 2020): 45–50. http://dx.doi.org/10.33989/2519-8254.2020.8.239452.
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The article analyses the state of technology education integration in economically developed foreign countries in accordance with today’s requirements. The world’s leading trends in the context of providing comprehensive, equitable, and quality technology education as one of the leading goals of sustainable development, approved by the United Nations, are considered.
The structure of technology education in Germany and the United Kingdom of Great Britain and Northern Ireland is described; features of technology education integration in France are considered. The importance of technological literacy and technological competence for the development of modern education, in general, is substantiated.
The experience of such economically developed countries as Germany, the United Kingdom of Great Britain and Northern Ireland, France, and others shows that professional training for work in various fields is carried out today with the help of various educational disciplines. The content of these disciplines is a synthesis of new knowledge about nature, technology, and human activity in all spheres of life. Different terms of technology education are considered as synonyms of one universal goal of labour training by the world scientific and pedagogical community. It is the formation of students’ technological literacy through the development of knowledge and understanding of technology, developing technical skills, and understanding the links between technology and society. The main purpose of primary pupils’ technology education in these countries is the formation of technological literacy and technological competence.
A characteristic trend of the studied countries is that the previously existing labor training in school, based only on the study of materials, tools, and technological processes of materials processing, is considered insufficient and outdated. Thus, the educational process in economically developed countries means primarily students who study changes in technology, and knowledge in this area should be flexible and provide a wide range of applications. Specific emphasis in the curriculum is made on practical activities, which include the following methods: work with means of labour; design product research; excursions and observations; project development; practical assessment; and history of technology development.
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Andriichuk, Viktoriia. "TEACHING FINANCIAL LITERACY IN PRIMARY SCHOOL STUDENTS: INTERNATIONAL EXPERIENCE." Continuing Professional Education: Theory and Practice, no. 1 (2021): 81–87. http://dx.doi.org/10.28925/1609-8595.2021.1.10.
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The article is devoted to international experience in teaching financial literacy in elementary school students. The state of research is analyzed in the theory and practice of elementary education. This article reacts to the current situation in our society and the need for financial education in schools. The modern world requires financial and economic literacy. The essence of the concept and importance of financial literacy is considered. Appearances of scientists to interpret the concept of «financial literacy» are revealed. The author proposes an actual definition of financial literacy, which is understood as human skills to dispose of their own funds, possessing the basic financial knowledge, which will rationally take financial decisions. An analysis of international experience in teaching financial literacy and organization of educational process aimed at developing financial skills of elementary school students is carried out. Financial literacy and financial education are not new categories for the world experience of young education. The number of countries that implement financial literacy programs increases annually. So, in Europe there are more than 180 such programs. The study showed that it is extremely important to include financial literacy in the educational process in the elementary school an important role in learning students of the elementary school of financial literacy play relevant programs developed by ministries of finance, national banks, public organizations, charitable foundations, etc. that exist in different countries of the world (USA, Great Britain, Netherlands, Turkey and others). The author concludes that there is a need for mastering young competencies in various types of financial activity due to the peculiarities of the development of Ukrainian society. From these grounds for key competencies that should form into school students, financial literacy includes.
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Berges, Marc. "Object orientation in the literature and in education." it - Information Technology 60, no. 2 (April 25, 2018): 69–77. http://dx.doi.org/10.1515/itit-2017-0013.
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Abstract The efforts around the world – CS4All in the U.S. or Computing At School in Great Britain – show that computing literacy is seen as important. One important part of computer science education deals with learning programming. So, object orientation should be in focus. But what is object orientation? Several different definitions are presented, and a definition of object orientation by its fundamental concepts is introduced. Furthermore, several educational “paradigms” are discussed. Additionally, a choice of object-oriented programming languages is presented. After all that theoretical background, some exemplary implementations of object orientation in national (German) and international curricula are shown. All in all, the article provides a broad overview of the topic of object-oriented programming in computer science education.
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TIMENKO, M. "21 ST CENTURY SKILLS IN SCHOOL EDUCATION IN THE UNITED KINGDOM." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 202–6. http://dx.doi.org/10.33989/2075-146x.2020.26.227654.
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The author of the article considers and characterizes the main current trends in the development of school education in the UK. The author describes the necessary skills of the XXI century for students of secondary schools in Great Britain and the conditions of their formation. These are skills such as: joint problem solving, responsibility, critical thinking, creativity, emotional intelligence, cooperation, decision making, IT skills, self-regulation, communication, flexibility and adaptability, respect, information and economic literacy, etc. The author also describes the so-called soft skills (flexible) and hard skills (hard). The article notes the role of the 21st century teacher, which today cannot be limited to knowledge transfer, but to focus, discuss and, of course, evaluate students' progress so that they know when more support is needed, as today's innovative schools design classes for knowledge. , not its transportation.
It is argued that modern and relevant and key skills of the 21st century include: problem solving, critical thinking, creativity, collaboration, decision making, IT skills, self-regulation, communication, respect, information and economic literacy, which in turn require appropriate teaching methods of the 21st century. The role of teachers can no longer be limited to knowledge transfer, but should be well-guided, discussed and, of course, evaluated by students' progress so that they know when more support is needed. Today, innovative schools design classrooms for the pursuit of knowledge, not its transportation.
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Борисенко, Ірина Василівна, Оксана Павлівна Биконя, Ольга Олександрівна Рембач, Лариса Петрівна Шумна, Олександр Іванович Олійник, and Вікторія Олександрівна Аніщенко. "EXPERIENCE OF ICT IMPLEMENTATION IN PRIMARY CURRICULUM IN UKRAINE AND THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND." Information Technologies and Learning Tools 75, no. 1 (February 24, 2020): 42–55. http://dx.doi.org/10.33407/itlt.v75i1.3151.
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The study was formulated within the context of an increasing recognition of ICT as curriculum priorities in primary schools of many European countries. The implementation of ICT-centered curriculum is a step towards realizing the goals of the new Law of Ukraine “On Education” (2017), National Strategy for the Development of Education in Ukraine until 2021, European strategic programme “Education and Training 2020”. Actuality of approaches to ICT implementation in present-day primary schools is caused by the substantial development of digital technologies and requirement of digital literacy for people’s work, social, and personal lives. The unique opportunity of primary education as a large sub-sector of any education system is to contribute to the renewal of societies through education of the young. The paper aims to study implementation of Computer science into national standard of primary education in Ukraine and the UK. In the recent years, many European countries have seen some changes of the content one of which relates to the area of computer science education that resulted in implementing an ambitious new curriculum in this subject. The author gives a comparative analysis of primary ICT within national standards in term of the Computer science development from the initial stage to present day situation. The comparative analysis specifies areas of similarities (aims, objectives, approaches to implementation, priorities of developing digital skills, teaching hours) and differences (programme topics, characterization of learning outcomes) in the study of ICT covering the subject content, expected learning results and general principles of ICT in education, as well as examples of ICT implementation.
The paper is also focused at discussing the role of the ICT curriculum in modern-day primary classroom; advantages and disadvantages of ICT integration at primary stage.
Much attention is paid to how it is integrated into daily learning modes to allow and encourage active learning. In primary education there are two main models of ICT implementation into curriculum, these are: ICT integrated across the curriculum; ICT (or Informatics, Computer Science and Computing) as a discrete subject within national standard.
Dissertations / Theses on the topic "Literacy – great britain"
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Ellison, Robert H. (Robert Howard). "Orality-Literacy Theory and the Victorian Sermon." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279297/.
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In this study, I expand the scope of the scholarship that Walter Ong and others have done in orality-literacy relations to examine the often uneasy juxtaposition of the oral and written traditions in the literature of the Victorian pulpit. I begin by examining the intersections of the oral and written traditions found in both the theory and the practice of Victorian preaching. I discuss the prominent place of the sermon within both the print and oral cultures of Victorian Britain; argue that the sermon's status as both oration and essay places it in the genre of "oral literature"; and analyze the debate over the extent to which writing should be employed in the preparation and delivery of sermons.
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Smith, Helen Baños. "Phonological awareness, literacy, and biligualism." Thesis, University of Oxford, 2000. http://ora.ox.ac.uk/objects/uuid:c1ab0529-a771-4b9f-a6ee-bcbc24f2a11f.
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This thesis examines phonological awareness and literacy in monolingual and bilingual children. Experiment 1 shows that 5-6 year old Spanish-monolingual, English-monolingual and Spanish-English-bilingual children show the same pattern of development of phonological awareness. However, the degree of awareness of each unit is influenced by linguistic background. Spanish children are more aware of vowels and rimes than English children. English children are more aware of syllables than Spanish children. Bilingual children are more aware of syllables in Spanish than Spanish-monolinguals and more aware of vowels in English than English-monolinguals. Hence they show transfer of phonological awareness across languages. All three groups also show a different relationship between phonological awareness and reading. Experiment 2 shows that bilinguals are more aware than English monolinguals of vowels that exist in both languages (tense-vowels). Moreover, this enhanced awareness extends to vowels that do not exist in Spanish (lax-vowels). It is concluded that exposure to two languages enhances analysis of phonology as well as encouraging transfer of awareness. Experiment 2 also shows that Spanish-speakers read and spell vowels more accurately than English-speakers. Bilingual children read English vowels more accurately than English-monolinguals. This suggests they understand the orthographic representations of English vowels at least as well as monolinguals. However, they spell vowels less accurately. This may be because bilinguals misapply Spanish phoneme-to-graphemecorrespondences when spelling English vowels. The English and Spanish vowel systems differ more than their consonant systems. Experiment 3 shows that sensitivity to the four consonant types (stops, fricatives, nasals and liquids) is similar, and correlates with reading ability, in all groups. This suggests that bilinguals may only transfer awareness between English and Spanish of units that are linguistically dissimilar in each. Experiment 4 compared the awareness of the two consonants in word-medial double-consonants (e.g. the 'c' and 't' in mactan). Although only Spanish-speakers used syllable boundaries to analyse these consonants they made a similar number of errors to English-speakers. However, all groups used syllable boundaries to read and spell wordmedial double-consonants. Collectively, these results suggest that differences in phonological and orthographic structure between languages encourage different approaches to the acquisition of literacy. Future research should investigate how these differences may be exploited to facilitate literacy acquisition in each group.
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Mackay, Francesca L. "Reading Pitscottie's Cronicles : a case study on the history of literacy in Scotland, 1575-1814." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7341/.
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This thesis addresses a range of research questions regarding literacy in early modern Scotland. Using the early modern manuscripts and printed editions of Robert Lindsay of Pitscottie’s late sixteenth-century 'Cronicles of Scotland' as a case study on literacy history, this thesis poses the complementary questions of how and why early modern Scottish reading communities were encountering Pitscottie’s 'Cronicles', and how features of the material page can be interpreted as indicators of contemporary literacy practices. The answers to these questions then provide the basis for the thesis to ask broader socio-cultural and theoretical questions regarding the overall literacy environment in Scotland between 1575 and 1814, and how theorists conceptualise the history of literacy. Positioned within the theoretical groundings of historical pragmatics and ‘new philology’ – and the related approach of pragmaphilology – this thesis returns to the earlier philological practice of close textual analysis, and engages with the theoretical concept of mouvance, in order to analyse how the changing ‘form’ of Pitscottie’s 'Cronicles', as it was reproduced in manuscript and print throughout the early modern period, indicates its changing ‘function’. More specifically, it suggests that the punctuation practices and paratextual features of individual witnesses of the text function to aid the highly-nuanced reading practices and purposes of the discrete reading communities for which they were produced. This thesis includes extensive descriptive material which presents previously unrecorded data regarding twenty manuscripts and printed witnesses of Pitscottie’s 'Cronicles', contributing to a gap in Scotland’s literary/historiographical canon. It then analyses this material using a transferable methodological framework which combines the quantitative analysis of micro-data with qualitative analysis of this data within its socio-cultural context, in order to conduct diachronic comparative analysis of copy-specific information. The principal findings of this thesis suggest that Pitscottie’s 'Cronicles' were being read for a combination of devotional and didactic purposes, and that multiple reading communities, employing highly nuanced reading practices, were encountering the text near-contemporaneously. This thesis further suggests that early modern literacy practices, and the specific reading communities which employ them, should be described as existing within a spectrum of available practices (i.e. more or less oral/aural or silent, and intensive or extensive in practice) rather than as dichotomous entities. As such, this thesis argues for the rejection of evolutionary theories of the history of literacy, suggesting that rather than being described antithetically, historical reading practices and purposes must be recognised as complex, coexisting socio-cultural practices, and the multiplicity of reading communities within a single society must be acknowledged and analysed as such, as opposed to being interpreted as universal entities.
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Kilbride, William George. "An archaeology of literacy and the church in southern England to AD 750." Thesis, University of Glasgow, 2000. http://theses.gla.ac.uk/1645/.
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This thesis investigates the impact of the Christian clergy on daily life in Anglo-Saxon England in the seventh and eight centuries AD. Noting from the outset an interpretative impasse in historical sources, the archaeological record is explored for what it may reveal concerning those areas and peoples most hidden from historical scholarship. Noting problems with techniques that assume clear distinctions between Christian and pagan ritual - in particular funerary ritual - the anthropology of religious phenomena and religious conversion is introduced to support and expand that critique, but also to focus attention on the sophistication of the problem to be addressed. It is argued that the social sciences are ill-equipped to investigate religious phenomena and that a more subtle, if more complicated, approach is required. Considering the coming of Christianity to Anglo-Saxon England as an encounter between missionaries and their audience, we are encouraged to investigate the subtle tensions implicit in that relationship. The relationship is thus recast in terms of access to literacy, since this is a distinguishing factor of the clergy in England in the seventh and eighth centuries. Literacy, modelled as a set of discursive practices embedded in and re-produced through social relationships, is investigated from the perspective of the archaeology of surveillance. Two cases from Hampshire - Micheldever and Saxon Southampton (or Hamwic) - support the view that literacy can be used as a means of investigating the missionary encounter. It is proposed that, by the first half of the eighth century, the populations of these two areas were drawn into an intricate engagement with the clergy, facilitated by the bureaucratic and discursive deployment of literacy practices. Though necessarily more complicated than approaches that depend on the archaeology of the cemeteries to investigate the relationship between the clergy and the laity, this insight does at least do justice to the complexity of the issue being discussed.
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Eger, Elizabeth. "The Nine Living Muses of Great Britain : women, reason and literary community in eighteenth-century Britain." Thesis, University of Cambridge, 1998. https://www.repository.cam.ac.uk/handle/1810/272422.
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Merlyn, Teri, and n/a. "Writing Revolution: The British Radical Literary Tradition as the Seminal Force in the Development of Adult Education, its Australian Context, and the Life and Work of Eric Lambert." Griffith University. School of Vocational, Technology and Arts Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040616.131738.
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This thesis tells the story of an historical tradition of radical literacy and literature that is defined as the British radical literary tradition. It takes the meaning of literature at its broadest understanding and identifies the literary and educational relations of what E.P. Thompson terms 'the making of the English working class' through its struggle for literacy and freedom. The study traces the developing dialectic of literary radicalism and the emergent hegemony of capitalism through the dissemination of radical ideas in literature and a groundswell of public literacy. The proposed radical tradition is defined by the oppositional stance of its participants, from the radical intellectual's critical texts to the striving for literacy and access to literature by working class people. This oppositional discourse emerged in the fourteenth century concomitant with nascent capitalism and has its literary origins in utopian vision. This nascent utopian imagination conceived a democratic socialism that underpinned the character of much of the following oppositional discourse. The thesis establishes the nexus of the oppositional discourse as a radical literary tradition and the earliest instances of adult education in autodidacticism and informal adult education. The ascent of middle class power through the industrial revolution is shadowed by the corresponding descent of the working class into poverty. Concomitant with this social polarisation is the phenomena of working class literary agency as the means to political and economic agency. While Protestant dissenting groups such as the Diggers and Levellers were revolutionary activists, it was Methodism that formed a bulwark against revolution. Yet it was their emphasis on self-improvement that contributed to an increasingly literate populace. Radical texts produced and disseminated by individuals and organisations and read by autodidactics and informal reading groups are seminal in the formation of a working class identity. Spearheaded by the Chartist movement, education became a central ethic of working class politics and the civil struggle for economic and political justice throughout the nineteenth and well into the twentieth centuries. The avant garde movements of the early twentieth century are analysed as a strand of this tradition. The narrative of the thesis then moves to the penal colony of Australia and explores the radical literary tradition's development there. Early colonial culture is seen as having a strong impetus towards a developing a native literary expression of the new land. Where conservative colonial literature struggled to differentiate itself from formal British literary models, the radical heritage and its utopian vision of a working man's paradise gave definitive expression to the Australian experience. This expression was strongly influenced by Chartist ideals. The British radical literary tradition is thus seen to have had a dominant influence in the development of a native radical literary tradition that strove to identify the national character. Socialist thought developed in Australia in concert with that in the parent culture, and anarchist and libertarian trends found a ready home amongst independent minded colonials. Yet, in preventing the formation of a native aristocracy the small radical population made a compromise with liberalism that saw a decidedly conservative streak develop in the early labour movement. There were little in the way of sophisticated radical literary offerings at first, but from the mid-nineteenth century a vanguard of radicals produced a thriving native press and other fugitive text forms. At the turn of the century the native radical literary tradition was vibrantly diverse, with a definitive style that claimed literary ownership of the Australian character. However, exhausted by the battles over WWI conscription and isolated by censorship, the Communist Party of the Soviet Union was able to subsume the vanguard position from the socialists. The Party laid claim to the Australian radical literary tradition, at once both strengthening it with the discipline of a Marxist ideology and diminishing its independence and diversity. Party literary theory centred upon the issue of class, developing a doctrine of socialist realism that communist writers were expected to practice. How well a writer adhered to socialist realist principles became a measure of their class position and loyalty. Drawing more from primary sources, the thesis develops an analysis of the intellectual development of the Australian post-WWII writer Eric Lambert through his experience of class instability during Depression and war. The study examines Lambert's decision to join the Party and his literary response to his experiences of war, the Party, the turmoil of 1956 and life after the Party. Lambert's body of work is then analysed as the unintentional memoir of a writer working as an adult educator in the radical literary tradition. Lambert's struggles, for artistic independence within the narrow precepts of Party dogma and with class tensions, were common amongst intellectuals committed to the communist cause. Like many of his peers, Lambert resigned from the Party at the end of 1956 and suffered a period of ideological vacuum. However, he continued to write as a Marxian educator, seeking to reveal that which makes us human in the humanity of ordinary people. It is concluded that, while the Party did much to foster disciplined cohesion, the mutual distrust it generated amongst its intellectuals suppressed the independent thought that had kept the radical literary tradition alive. Although the Party developed an ideological strength within the radical literary tradition, its dominance over thirty years and subsequent fall from grace acted to fragment and discredit that centuries-old tradition which it subsumed. An argument is made for a reinvestment of the centrality of the radical literary tradition in the education of adults for the maintenance of social justice and the democratic project.
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Merlyn, Teri. "Writing Revolution: The British Radical Literary Tradition as the Seminal Force in the Development of Adult Education, its Australian Context, and the Life and Work of Eric Lambert." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/367384.
Full textAbstract:
This thesis tells the story of an historical tradition of radical literacy and literature that is defined as the British radical literary tradition. It takes the meaning of literature at its broadest understanding and identifies the literary and educational relations of what E.P. Thompson terms 'the making of the English working class' through its struggle for literacy and freedom. The study traces the developing dialectic of literary radicalism and the emergent hegemony of capitalism through the dissemination of radical ideas in literature and a groundswell of public literacy. The proposed radical tradition is defined by the oppositional stance of its participants, from the radical intellectual's critical texts to the striving for literacy and access to literature by working class people. This oppositional discourse emerged in the fourteenth century concomitant with nascent capitalism and has its literary origins in utopian vision. This nascent utopian imagination conceived a democratic socialism that underpinned the character of much of the following oppositional discourse. The thesis establishes the nexus of the oppositional discourse as a radical literary tradition and the earliest instances of adult education in autodidacticism and informal adult education. The ascent of middle class power through the industrial revolution is shadowed by the corresponding descent of the working class into poverty. Concomitant with this social polarisation is the phenomena of working class literary agency as the means to political and economic agency. While Protestant dissenting groups such as the Diggers and Levellers were revolutionary activists, it was Methodism that formed a bulwark against revolution. Yet it was their emphasis on self-improvement that contributed to an increasingly literate populace. Radical texts produced and disseminated by individuals and organisations and read by autodidactics and informal reading groups are seminal in the formation of a working class identity. Spearheaded by the Chartist movement, education became a central ethic of working class politics and the civil struggle for economic and political justice throughout the nineteenth and well into the twentieth centuries. The avant garde movements of the early twentieth century are analysed as a strand of this tradition. The narrative of the thesis then moves to the penal colony of Australia and explores the radical literary tradition's development there. Early colonial culture is seen as having a strong impetus towards a developing a native literary expression of the new land. Where conservative colonial literature struggled to differentiate itself from formal British literary models, the radical heritage and its utopian vision of a working man's paradise gave definitive expression to the Australian experience. This expression was strongly influenced by Chartist ideals. The British radical literary tradition is thus seen to have had a dominant influence in the development of a native radical literary tradition that strove to identify the national character. Socialist thought developed in Australia in concert with that in the parent culture, and anarchist and libertarian trends found a ready home amongst independent minded colonials. Yet, in preventing the formation of a native aristocracy the small radical population made a compromise with liberalism that saw a decidedly conservative streak develop in the early labour movement. There were little in the way of sophisticated radical literary offerings at first, but from the mid-nineteenth century a vanguard of radicals produced a thriving native press and other fugitive text forms. At the turn of the century the native radical literary tradition was vibrantly diverse, with a definitive style that claimed literary ownership of the Australian character. However, exhausted by the battles over WWI conscription and isolated by censorship, the Communist Party of the Soviet Union was able to subsume the vanguard position from the socialists. The Party laid claim to the Australian radical literary tradition, at once both strengthening it with the discipline of a Marxist ideology and diminishing its independence and diversity. Party literary theory centred upon the issue of class, developing a doctrine of socialist realism that communist writers were expected to practice. How well a writer adhered to socialist realist principles became a measure of their class position and loyalty. Drawing more from primary sources, the thesis develops an analysis of the intellectual development of the Australian post-WWII writer Eric Lambert through his experience of class instability during Depression and war. The study examines Lambert's decision to join the Party and his literary response to his experiences of war, the Party, the turmoil of 1956 and life after the Party. Lambert's body of work is then analysed as the unintentional memoir of a writer working as an adult educator in the radical literary tradition. Lambert's struggles, for artistic independence within the narrow precepts of Party dogma and with class tensions, were common amongst intellectuals committed to the communist cause. Like many of his peers, Lambert resigned from the Party at the end of 1956 and suffered a period of ideological vacuum. However, he continued to write as a Marxian educator, seeking to reveal that which makes us human in the humanity of ordinary people. It is concluded that, while the Party did much to foster disciplined cohesion, the mutual distrust it generated amongst its intellectuals suppressed the independent thought that had kept the radical literary tradition alive. Although the Party developed an ideological strength within the radical literary tradition, its dominance over thirty years and subsequent fall from grace acted to fragment and discredit that centuries-old tradition which it subsumed. An argument is made for a reinvestment of the centrality of the radical literary tradition in the education of adults for the maintenance of social justice and the democratic project.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Vocational, Technology and Arts Education
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McLean, Ralph R. "Rhetoric and literary criticism in the early Scottish Enlightenment." Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/802/.
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In recent years the importance of the Scottish contribution to rhetoric and literary criticism has begun to be fully recognised by historians and literary critics. Men such as Hugh Blair, Adam Smith and George Campbell have now been afforded a just place in the canon of literary critics. However, the period before the 1760s which saw a great flourishing in Scottish intellectual activity has, by in large, remained untouched. The main purpose of this thesis is to rehabilitate those thinkers in Scotland who were active in the period before this, and who began to change the boundaries of rhetoric and literary criticism, which ultimately paved the way for their fellow countrymen to export their own systems to Europe and the wider Atlantic world. In addition to this, the thesis addresses two other major concerns. Firstly, it will argue that Scotland in this period does not deserve to be viewed as merely a cultural province of England, reacting solely to its larger neighbour’s cultural agenda. Instead, the Scots were engaged in a European-wide exchange of ideas which allowed them to develop a system of rhetoric and literary criticism which was richer than a brand that was developed only in response to English cultural pressure. Secondly, the thesis will demonstrate the importance of the classical influence on Scottish thinkers in their attempts to forge a new style of rhetoric for modern consumption. The structure of the thesis has been set in such a way as to provide a balance between the development of rhetoric in regional enlightenment centres, in terms of both university and club activity, and its development and progression in the traditional institutions of Scotland: the parliament, the church and the law. The first three chapters focus on Aberdeen, Edinburgh and Glasgow, and chart the different influences that each city was subjected to, that in turn led to the construction of differing, yet still in many respects, complementary systems. Within the universities themselves, the figures of Thomas Blackwell of Aberdeen, Francis Hutcheson of Glasgow, and John Stevenson of Edinburgh, merit substantial analysis for their role in this process, not only for the influence which they exerted on future generations of literary critics in Scotland and abroad, but also for their own contributions to the discipline, which have been frequently overlooked. The focus on the regional varieties of Enlightenment also permits for a discussion of club activity in Scotland, which was an integral part of the Scottish Enlightenment. This will demonstrate that the growth of rhetoric and literary criticism in the country was not the sole preserve of the educated elites, but was something which could be accessed from all levels of society. The second half of the thesis focuses on the institutions of Scotland. This section seeks to restore to parity, sources such as political pamphlets, sermons and style books which, under the rules of modern day criticism that concerns itself with only a narrow band of literature, have become overlooked as a foundation for rhetorical development. Furthermore, it provides an opportunity to assess the contribution to the advance in critical theory of those individuals such as Lord Kames and Sir George Mackenzie of Rosehaugh who did so away from the universities.
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Dolan, Richard L. "Buttressing a monarchy literary representations of William III and the Glorious Revolution /." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-04142005-124115/.
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Thesis (Ph.D.)--Georgia State University, 2005.Ttitle from title screen. Tanya Caldwell, committee chair; Malinda G. Snow, Stephen B. Dobranski, committee members. 333 p. [numbered vi, 325]. Description based on contents viewed Feb. 26, 2007. Includes bibliographical references (p. 318-325).
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Lazar, Jessica. "1603 - the wonderfull yeare : literary responses to the accession of James I." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:a0b0e575-da98-405d-81d8-8ddd0bf53924.
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'1603. The Wonderfull Yeare: Literary Responses to the Accession of James I' argues that when James VI of Scotland was proclaimed James I of England on 24 March 1603, the printed verse pamphlets that greeted his accession presented him as a figure of hope and promise for the Englishmen now subject to his rule. However, they also demonstrate hitherto unrecognized concerns that James might also be a figure of threat to the very national strength, Protestant progress, and moral, cultural, and political renaissance for which he was being touted as harbinger and champion. The poems therefore transform an insecure and undetermined figure into a symbol that represents (and enables) promise and hope. PART ONE explores how the poetry seeks to address the uncertainty and fragility, both social and political, that arose from popular fears about the accession; and to dissuade dissenters (and make secure and unassailable the throne, and thereby the state of England), through celebration of the new monarch. Perceived legal, political, and dynastic concerns were exacerbated by concrete difficulties when James was proclaimed King of England, and so he was more than fifty miles from the English border (only reaching London for the first time in early May); his absence was further prolonged by plague; this plague also deferred the immediate sanction of public festivities that should have accompanied his July coronation. An English Jacobean icon was configured in literature to accommodate and address these threats and hazards, neutralizing fears surrounding the idea of the accession with confidence in the idea of the king it brings. In the texts that respond to James's accession we observe his appropriation as a figure of hope and promise. PART 2 looks to more personal hopes and fears, albeit within the national context. It considers how the poets engage with the King's own established iconography and intentions, publicly available to view within his own writing - and especially poetry. The image that is already established there has the potential either to obstruct or to enable national and personal causes and ambitions (whether political, religious, or cultural). The poetry therefore develops strategies to negotiate with and so appropriate the King's own self-fashioning.
Books on the topic "Literacy – great britain"
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Stannard, John. The literacy game: The story of the National Literacy Strategy. Abingdon, Oxon: Routledge, 2007.
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Hall, Nigel. The emergence of literacy. Sevenoaks: Hodder and Stoughton in association with the United Kingdom Reading Association, 1987.
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Jane, Mace, ed. Literacy, language, and community publishing: Essays in adult education. Clevedon, England: Multilingual Matters, 1995.
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Literacy. Bloomsbury Publishing Plc, 2010.
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Literacy. Bloomsbury Publishing Plc, 2010.
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Literacy. Bloomsbury Publishing Plc, 2010.
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Hoggart, Richard. Uses of Literacy. Taylor & Francis Group, 2017.
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Developing Literacy - Non-fiction (Developing Literacy). A & C Black Publishers Ltd, 2002.
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Developing Literacy - Non-fiction (Developing Literacy). A & C Black Publishers Ltd, 2002.
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Developing Literacy - Non-fiction (Developing Literacy). A & C Black Publishers Ltd, 2002.
Find full textBook chapters on the topic "Literacy – great britain"
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Ritchie, J. M. "Literary Exile in Great Britain." In German Writers and Politics 1918–39, 149–62. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-11815-1_10.
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McKeon, Michael. "Prose fiction: Great Britain." In The Cambridge History of Literary Criticism, 238–63. Cambridge University Press, 1997. http://dx.doi.org/10.1017/chol9780521300094.009.
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Garner, Bryan A. "Lindley Murray." In Invisible Giants, 209–13. Oxford University PressNew York, NY, 2003. http://dx.doi.org/10.1093/oso/9780195168839.003.0037.
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Abstract Be the conser,.,ati,.,e estimate of his most recent biographer (Charles Monaghan), Lindley Murray was once a blockbuster author the likes of which the literary world has ne,.,er again seen. From 1800 to 1840, some 15.5 million copies of his literacy books sold in the United States and Great Britain-at a time when the reading population was a small fraction of what it is today. The most popular was his English Grammar,for which he earned the moniker “the father of English grammar.” Murray might The become famous for other extraordinary feet about his life. He was a major landowner in New York City; in feet, he owned an estate called ‘‘Belle,.,ue,” where a famous hospital now operates. He was a prosperous New York lawyer who, after the American Re,.,olution, was forced into exile for trading with the British. (The idea that he left for the milder clime inYork was, in Monaghan s words, a “diplomatic white lie.’) He bequeathed a substantial sum of money for an American fund to be used in liberating slaves, educating them and their descendants, and benefiting American Indians; the fund still operates in New York.
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Kostanek, Edyta, Roopa Aruvanahalli Nagaraju, and Anna Michalska. "The British Battle for Authenticity." In Academic Integrity in the Age of Artificial Intelligence, 21–40. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-0240-8.ch002.
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The rise of GenAI in HE has brought both opportunities and challenges, including threats such as plagiarism, data fabrication, and misrepresentation of original works. This chapter scrutinises the publicly available websites of 130 universities across Great Britain and evaluates documents pertinent to 67 of them to the interplay between academic integrity and AI. The integration of GenAI into higher education has significantly impacted how British universities provide guidance and support for staff and students. In England, 59.3% of universities possess GenAI guidance and have integrated it into their academic misconduct policy. However, only 18.6% have announced a statement concerning GenAI. British universities display a more even distribution of stances towards GenAI, with most exuding a positive stance. British universities are increasingly focusing on academic integrity and implementing GenAI tools to foster AI literacy among students and faculty.
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Hume, David. "9 Of the Parties of Great Britain." In Essays, Moral, Political, and Literary, edited by Tom L. Beauchamp and Mark A. Box. Oxford University Press, 2021. http://dx.doi.org/10.1093/oseo/instance.00280209.
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"‘Censor-General of Great Britain’: the." In The Rise of Literary Journalism in the Eighteenth Century, 35–60. Routledge, 2005. http://dx.doi.org/10.4324/9780203023532-5.
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Teukolsky, Rachel. "Pater’s New Republics." In The Literate Eye, 101–48. Oxford University PressNew York, NY, 1999. http://dx.doi.org/10.1093/oso/9780195381375.003.0004.
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Abstract If the Great Exhibition marked the arrival of Britain’s age of kitsch, that profusion of factory-produced wares would seem to inhabit a very different world than the rarified one of the British aesthetes who flourished in its wake. Yet the same economic conditions that enabled the production of inexpensive art also helped to inspire the knots of artists and writers who rebelled against those conditions. The Great Exhibition indicated a trend toward the democratization of culture in Britain, as members of the lower-middle and working classes attended the spectacle in unprecedented numbers. As Victorian art displays drew a larger and more varied audience, however, one inevitable result was the increasing commodification of the art experience.
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Salway, Peter. "Constantine the Great." In A History of Roman Britain, 233–55. Oxford University PressNew York, NY, 2001. http://dx.doi.org/10.1093/oso/9780192801388.003.0013.
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Abstract Some of the parallels between Constantius I and Septimius Severus in Britain were certainly not literary inventions. The last campaign of each was his war in northern Britain. And the coincidences went further: both had their sons with them; both returned to York after a victorious campaign, and there died. In the Severan case, however, the succession was clear, but the subsequent struggle between Caracalla and Geta inevitable. In 306 Diocletian’s newly established constitutional system ought to have made the succession indisputable. Constantius’ Caesar, Flavius Valerius Severus, should have become the western Augustus without question, and a new Caesar should have been appointed to replace him. Unfortunately, old traditions reasserted themselves. It is not clear that Galerius originally planned to have any western colleague at all in the same rank as himself, but the army at York forestalled whatever was intended. They proclaimed Constantine as Augustus, encouraged by a Germanic king, Crocus, who had been put in command of a cohort of Alamanni, a fact that may have influenced Constantine in his subsequent liking for German troops and officers. He certainly made much in later years of the origin of his rule in distant Britain, across the Ocean, and liked to dwell on the notion of a divine mission that had swept his power from the far west of the empire to its extreme east.
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Ng, Su Fang. "Hamlet and Arabic Literary Networks." In Alexander the Great from Britain to Southeast Asia, 179–200. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198777687.003.0006.
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This chapter examines the intercultural resonance between William Shakespeare’s Hamlet and Arabic literature and thus with Malay literature. Hamlet is memorable for its graveyard scene which features skulls as stage properties and is linked to the tradition of European memento mori in the visual arts. The play has surprising intercultural resonances with the Arabic cosmopolis of the East Indies in the age of European exploration, and therefore necessitates a reconfiguration of early modern global literary networks. This chapter considers the graveyard scene’s allusion to Alexander the Great and how the anecdote of Alexander and the skulls traveled to England in the form of Naṣīḥat al-mulūk. It suggests that Hamlet’s literary exemplars may derive from an overlooked narrative tradition of young men discoursing on skulls from Arabic mirrors. It also argues for a spatial and temporal realignment of Hamlet as part of global Arabic literary networks.
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Taylor, Jennifer. "The ‘Endsieg’ as Ever-Receding Goal. Literary Propaganda by Bruno Adler and Robert Lucas for BBC Radio." In German-Speaking Exiles in Great Britain, 43–57. BRILL, 1999. http://dx.doi.org/10.1163/9789004617933_005.
Full textConference papers on the topic "Literacy – great britain"
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Slamova, Karolina. "THE SEARCH FOR AN APPROACH TO CZECH LITERARY HISTORY IN IGOR HAJEK�S CONCEPT." In 9th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscah.2022/s10.22.
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This paper focuses on the field of literary history in order to show what approach to the historiography of Czech literature was taken by the representative of Czech exile literary criticism, Igor Hajek. The context which Hajek entered during his study stays in the USA and Great Britain, and later in exile, was the reception horizon of the late 1960s, when the events of the �Prague Spring� attracted the attention of the West and turned attention to the Czech liberalisation movement, in which literature played a significant role. Hajek assumed the role of a mediator of the fundamental values of Czech literary production to the Western audience from the position of an expert in the Anglo-American cultural environment and Czech and foreign literary approaches. The specificity of his perspective is due to the fact that he tried to present the image of Czech national literature with respect to a non-Czech reader and that he aimed to clarify the main features of the development of Czech literature to international students and readers. The paper presents the conclusions of the analysis of Hajek�s literary-historical essays, which show that Igor Hajek relied mainly on the views of Arne Novak, a Czech literary historian and critic. The paper further assumes that Igor Hajek, due to his background in English studies, methodologically drew on some of the approaches that were being promoted in the West in his time and notes the connections between Hajek�s methods and the methodologies these approaches are based on.
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ZHOROVA, Iryna, Serhiy DANYLYUK, and Olha KHUDENKO. "Civic education of students by means of literature: european experience." In Învățământul superior: tradiţii, valori, perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.29-30-09-2023.p108-122.
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The article reveals the theoretical and methodical aspects of students’ civic education by means of literature. Emphasis is placed on the fact that in the conditions of unstable development of society, escalation of conflicts both between states and between fellow citizens, the issue of students’ civic education is actualized. The authors understand this concept as a form of social education, the formation of a citizen of a specific state, capable of successfully acting for the sake of preserving democracy and peace. Currently, informal education, in addition to the content of “social and civic competencies” that is understandable for Ukrainian educators, uses the term “competencies for the culture of democracy”, which, according to the authors, is a structured concept implemented in the European dimension of civic education. The authors emphasize that fiction affects human feelings and consciousness, it is a powerful means of moral, aesthetic and civic education. Through artistic images, writers provide an opportunity to form their attitude to the events described, to draw certain conclusions, to reflect on universal values, on the actions of one or another character, to see models of civic active/passive behavior. The article analyzes the European experience of civic education, in particular Great Britain and Germany. The authors take into account the literature of these countries and identify aspects that can serve as a basis for students’ civic education, compare them with the Ukrainian realities of civic education. The authors present the main vectors of civic education in Germany, which are determined by the content of literary works and encourage pluralism of opinions, tolerance for the views and judgments of others, motivate students to actively participate in civic life, awareness of the value of freedom, respect for human dignity, the right to self-expression, responsibility for an individual’s moral choice. The works are also the basis for establishing in teenagers such democratic values as the right to life, to fair treatment, dignity, freedom from discrimination, the right to equality, understanding the need to protect one’s rights and the rights of other people.The analysis of content concepts of literature for pupils in Great Britain shows that the priorities of civic education are national patriotism and the education of a law-abiding citizen. The textual material of the works and civic education lessons help pupils to better understand different forms of governance and their impact on citizens; to understand the responsibility and functions of management and the duties of citizens; to acquire socio-cultural experience that gives the opportunity to feel morally, socially, politically, legally competent and protected in society and to take direct part in the activities of civil society institutions. In Finland, the basic democratic values of the national core curriculum are open democracy, equality, responsibility for one’s own choice. An important focus of education in Finnish high school is gaining experience in shaping the future based on joint decisions and interaction.Taking into account the global trends of digitization, the authors considered digital technologies to be educational innovations in students’ civic education (electronic textbooks (not just digitized, but interactive, with virtual 3D materials that teachers can compose at their discretion), textbook scans for download, various materials: interactive laboratories, virtual museums, forums for teachers to communicate, etc.).
Reports on the topic "Literacy – great britain"
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Tymoshyk, Mykola. LONDON MAGAZINE «LIBERATION WAY» AND ITS PLACE IN THE HISTORY OF UKRAINIAN JOURNALISM ABROAD. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11057.
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One of the leading Western Ukrainian diaspora journals – London «Liberation Way», founded in January 1949, has become the subject of the study for the first time in journalism. Archival documents and materials of the Ukrainian Publishing Union in London and the British National Library (British Library) were also observed. The peculiarities of the magazine’s formation and the specifics of the editorial policy, founders and publishers are clarified. A group of OUN members who survived Hitler’s concentration camps and ended up in Great Britain after the end of World War II initiated the foundation of the magazine. Until April 1951, including issue 42, the Board of Foreign Parts of the Organization of Ukrainian Nationalists were the publishers of the magazine. From 1951 to the beginning of 2000 it was a socio-political monthly of the Ukrainian Publishing Union. From the mid-60’s of the twentieth century – a socio-political and scientific-literary monthly. In analyzing the programmatic principles of the magazine, the most acute issues of the Ukrainian national liberation movement, which have long separated the forces of Ukrainian emigration and from which the founders and publishers of the magazine from the beginning had clearly defined positions, namely: ideology of Ukrainian nationalism, the idea of unity of Ukraine and Ukrainians, internal inter-party struggle among Ukrainian emigrants have been singled out. The review and systematization of the thematic palette of the magazine’s publications makes it possible to distinguish the following main semantic accents: the formation of the nationalist movement in exile; historical Ukrainian themes; the situation in sub-Soviet Ukraine; the problem of the unity of Ukrainians in the Western diaspora; mission and tasks of Ukrainian emigration in the context of its responsibilities to the Motherland. It also particularizes the peculiarities of the formation of the author’s assets of the magazine and its place in the history of Ukrainian national journalism.