Article 1993

Critical Literacy and Beyond: Lessons Learned from Students and Workers in a Vocational Program and on the Job

GH
Glynda Hull Associate Professor, null
Anthropology & Education Quarterly
Journal · Vol. 24 · Issue 4 · pp. 373-396
Abstract

This article reports a study of students' experiences in a community college vocational program in banking and finance and the jobs the students got and lost in the data center of a bank. The study is situated in current concerns about the presumed literacy problems of North American workers and the relationship between skills and competitiveness in the global economy. The discontinuities between such concerns and the situations of the vocational students in this study are discussed, as are calls for “functional context” and “critical” literacy programs. An argument is made for the educational, social, and political importance of studies of work in juxtaposition to studies of schooling. 1993 American Anthropological Association

Keywords

Author Keywords

Vocational education Literacy SCHOOLING AND WORK

Index Keywords

Author Affiliations
University of California, Berkeley, Berkeley, CA, United States
Funding & Acknowledgements
No funding information
References 10 References
1 Critical Literacy Politics Praxis and the Postmodern, (1993)
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4 First Real Job A Study of Young Workers, (1991)
5 Workplace Basics the Skills Employers Want, (1988)
6 Collins, Allan M., Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics, Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, pp. 453-494, (2018)
7 Social Construction of Literacy, (1986)
8 undefined, (1990)
9 Human Organization, (1992)
10 Harvard Educational Review, (1988)
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