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Illusions, Myths, and Great Divides : = Representations of Literacy Narratives.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Illusions, Myths, and Great Divides :/
Reminder of title:	Representations of Literacy Narratives.
Author:	Kinsey, Loni Cluck.
Description:	1 online resource (208 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:	Dissertations Abstracts International84-04A.
Subject:	American literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29322221click for full text (PQDT)
ISBN:	9798841787952

Illusions, Myths, and Great Divides : = Representations of Literacy Narratives.
Kinsey, Loni Cluck.

Illusions, Myths, and Great Divides :Representations of Literacy Narratives. - 1 online resource (208 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Thesis (Ph.D.)--Texas A&M University - Commerce, 2022.

Includes bibliographical references

This dissertation extends conversations in literacy studies, specifically surrounding the literacy myth, by examining three fictional novels-Alice Walker's The Color Purple, Markus Zusak's The Book Thief, and Susan Froetschel's Fear of Beauty-which represent literacy and the way it lives. In regards to the ideological versus the autonomous models of literacy, these novels offer useful representations of fictionalized accounts that align with the ideological model of literacy and suggest the violence that is the perpetuation of the pernicious literacy myth. By coining and defining the term "literacy novels," and laying out the tenets, codes, and markers of such, I argue that these texts illuminate the flaws in the autonomous model. The autonomous model is not only inaccurate but it is a problematic false consciousness used in perpetuating systematic oppression. The examination of these fictional representations of literacy extends understandings of the way literacy lives, and the ways in which it impacts the lives of working-class women. I use this dissertation to look at the rhetoric of illiterate working-class women and their paths to literacy and how acquiring traditional literacy impacts (or rather doesn't) their lives. I do so through examining the literacy myth, and how it fails the characters repeatedly, in order to draw attention to what is rather than what should be regarding the way literacy lives.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841787952Subjects--Topical Terms:

523234
American literature.
Subjects--Index Terms:

American literatureIndex Terms--Genre/Form:

542853
Electronic books.

Illusions, Myths, and Great Divides : = Representations of Literacy Narratives.
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500 $a Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
500 $a Advisor: Carter, Shannon.
502 $a Thesis (Ph.D.)--Texas A&M University - Commerce, 2022.
504 $a Includes bibliographical references
520 $a This dissertation extends conversations in literacy studies, specifically surrounding the literacy myth, by examining three fictional novels-Alice Walker's The Color Purple, Markus Zusak's The Book Thief, and Susan Froetschel's Fear of Beauty-which represent literacy and the way it lives. In regards to the ideological versus the autonomous models of literacy, these novels offer useful representations of fictionalized accounts that align with the ideological model of literacy and suggest the violence that is the perpetuation of the pernicious literacy myth. By coining and defining the term "literacy novels," and laying out the tenets, codes, and markers of such, I argue that these texts illuminate the flaws in the autonomous model. The autonomous model is not only inaccurate but it is a problematic false consciousness used in perpetuating systematic oppression. The examination of these fictional representations of literacy extends understandings of the way literacy lives, and the ways in which it impacts the lives of working-class women. I use this dissertation to look at the rhetoric of illiterate working-class women and their paths to literacy and how acquiring traditional literacy impacts (or rather doesn't) their lives. I do so through examining the literacy myth, and how it fails the characters repeatedly, in order to draw attention to what is rather than what should be regarding the way literacy lives.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a American literature. $3 523234
653 $a American literature
653 $a Counterstorytelling
653 $a Feminist
653 $a Literacy studies
653 $a Working-class
653 $a Young adult literature
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690 $a 0591
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Texas A&M University - Commerce. $b PhD English. $3 2104844
773 0 $t Dissertations Abstracts International $g 84-04A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29322221 $z click for full text (PQDT)