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Exploring and Expanding Literacy Histories of the United States brings new scholarship offering a racially, ethnically, and linguistically diverse record of the history of American reading instruction. It addresses developments in US literary history outside of mainstream public education, in and outside of traditional school contexts.
List of contents
Chapter 1
Introduction to Literacy Histories in the United States
Chapter 2
Mesoamerican Literacies: Ancient Writing Systems and Contemporary Possibilities
Chapter 3
“Reading, and, possibly, writing”: Revisiting the History of the Williamsburg Bray School in Eighteenth-Century Virginia
Chapter 4
Hawaiians’ Phenomenal Rise to Literacy in the Early 19th Century: A Historical Elision
Chapter 5
Uyaqum Igai, an Indigenous Yugtun Writing System: What Was and What Might have Been
Chapter 6
La Batalla por el Idioma: Literacy Education and Puerto Rico’s Battle for Linguistic Self-Governance after the U.S. Occupation (1900-1949)
Chapter 7
“Our Parents Believed that We Should Learn Spanish the Right Way”: Spanish Literacy as Resistance and Ideological Negotiation at Las Escuelitas
Chapter 8
Sustaining the Struggle: Literacy Sponsorship, Voting Rights, and the Southern Christian Leadership Conference
Chapter 9
Conclusion
About the author
Samuel DeJulio is an Assistant Professor of Literacy Education in the department of Interdisciplinary Learning and Teaching at the University of Texas at San Antonio. His work is focused primarily on literacy teacher preparation and historical literacy research.
Leah Durán is an Associate Professor of Teaching, Learning, and Sociocultural Studies at the University of Arizona. A former bilingual teacher, her scholarship sits at the intersection of bilingual education, (bi)literacy, and early childhood education.
Summary
Exploring and Expanding Literacy Histories of the United States brings new scholarship offering a racially, ethnically, and linguistically diverse record of the history of American reading instruction. It addresses developments in US literary history outside of mainstream public education, in and outside of traditional school contexts.
