Graff Asserts that literacy played a less significant role in the industrialization of American than was one thought. He argues that training people to read and write was not enough. Literacy alone was not enough to advance the industrialized nation (Cattau).
Douglas did not need to know how to read to perform his job in the shipyard. He only needed to know how to write four letters. He did not need to how to read and write proficiently. The workforce may have needed little bits of knowledge to perform their jobs, but this is different from being able to read and write fluently, which supports Graff's ideas on the importance of reading and writing to the industrial age. It relied more on the availability of a workforce, rather than the need for a literate workforce. The only ones that needed to learn to read and write were the managers and business owners. Literacy was not necessary for the average laborer.
Scribner and Cole analyzed the affects of three literacies, English schooling, Quran studies, and traditional Via script on various cognitive skills (Scribner and Cole, 1981). This study found that each of these literacy skills affected a different type of cognitive skill. One of the most significant findings of Scribner and Cole's work is that school learning is not dependent on the ability to read and write (Scribner and Cole, 1981). Most of the slaves in Douglas's time were unable to read and write, a privilege that had been intentionally denied them. However, they still had the ability to learn many tasks that were complicated and required great cognitive skill. The labor force of the 1800s was able to perform their job without the ability to read and write. Another example is the number of non-English speaking Chinese who build the rail system. They did not need to know how to read and write to do their job / Yet, collectively they built the infrastructure that gave America the edge.
Brandt felt that written language led to social and cognitive literacies. However, Akinnaso felt that culture could have a significant impact on textual literacy. The difference in these two opposing views is the direction of the relationship between culture and literacy. Where Brandt believes that literacy builds culture, Akinnaso believes that culture builds literacy. Brandt adheres to the sociohistorical explanation of literacy where oral and literate traditions are blended. Akinnaso did not feel that these traditions were always blended, but felt that culture was sometimes separate from literacy.
Regardless of one's position of the interconnection between culture and literacy, looking into the world of Douglas makes some significant points. Douglas would never separate himself from the African traditions and the slave culture that were his world. However, when he learned to read, he entered the world of the slave masters. He became exposed to a side of white culture that had been hidden from him when he was an illiterate slave. Illiteracy created cultural and social isolation between slaves and whites. One could agree with Brandt in that the ability to read and write led to social and cognitive literacies. Through learning to read, Douglas opened his mind to another culture that existed within a society. He learned about the abolitionists and about the ideals that Anglo-centric slavers held about Blacks. Through reading, Douglas gained a new level of social awareness. The culture of the slave, and many other ethnic groups, existed without literacy. Cultural literacy was gained through the act of reading, but literacy was not necessary for the existence of a certain culture.
One could also find support in Douglas' story for Akinnaso's theories as well. Akinnaso believed that culture built literacy, but did not necessarily believe that oral and literate traditions were blended. In Douglas' writing, one can see elements of black culture and the attitudes held by slaves, particularly the hopelessness and despair. However, elements of African oral tradition are absent in his writing. Douglas mimics the writing of white authors, which served as his only example from which to...
From Turner's viewpoint, women's place was in the home, tending the crops and raising the children. However, if Turner could step out of his own cultural biases and see women on the frontier for their real contributions, his theories would have read differently. Migration to the west was done by families and family groups. Other than the early fur traders, later migrations involved family units. Women were the ones to
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