In this article, Bernardo Ferdman argues that cultural diversity has significant implications for the processes of becoming and being literate. He explores these connections by analyzing the relationship between literacy and cultural identity in a multiethnic society such as the United States. Ferdman asserts that literacy is culturally framed and defined; therefore,members of different cultures will differ in what they view as literate behavior. This, in turn, can influence how individuals engage in literacy acquisition and activity. He further argues that the type and content of literacy education that individuals receive can influence their cultural identity. He concludes by arguing that the connections between literacy and culture must be fully acknowledged and better understood in order to achieve the goal of literacy acquisition for all.
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Research Article| November 24 2010
Literacy and Cultural Identity
Harvard Educational Review (1990) 60 (2): 181–205.
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Bernardo Ferdman; Literacy and Cultural Identity. Harvard Educational Review 1 July 1990; 60 (2): 181–205. doi: https://doi.org/10.17763/haer.60.2.k10410245xxw0030
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