Within literacy and composition studies, writing, as a
social act, is believed by many to have the potential to effect
change in and transform situations of injustice. Community literacy,
as an emergent practice within composition studies, embraces
and stretches this notion of linking literacy to social
change. Community literacy also embraces and stretches the notion
of the dynamic relationship between theory and practice.
This thesis focuses on the project of possibility that community
literacy presents, as it attempts to transform situations of
injustice through literate acts and as it attempts to transform
the current field of composition studies. In this thesis, I have
attempted to look broadly at the way the theories and practices
of community literacy and composition studies mutually impact and
refine each other so as to provide a richer sense of what is
involved in both this particular literacy project and in its
emergent place within this academic field.
In Chapter 1, I explore the conversation that community
literacy has recently entered among current theories and
developing practices of literacy and composition. In Chapter 2,
I examine how, because it is grounded in certain--sometimes
conflicting--theories, advocates of community literacy are acting
as negotiators among these diverse theories, pushing at the
boundaries of the existing conversation in composition studies to
potentially create--or open up the space for--new understandings
of composition and the teaching of writing. / Graduation date: 1997
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/34267 |
| Date | 12 June 1996 |
| Creators | Vega-Peters, Susan T. |
| Contributors | Ede, Lisa |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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