Advertisement

Book Review: Numeracy as social practice. Global and local perspectives. Keiko Yasukawa, Alan Rogers, Kara Jackson, & Brian V. Street (Eds.) (2018) Numeracy: the new kid on the block?

London & New York: Routledge. 260 pages. Paperback: ISBN 978-1-138-28445-6 (£34.99). Hardback: ISBN 978-1-138-28444-9 (£110.00). eBook: ISBN: 978-1-315-26947-4. doi:10.4324/9781315269474 (£31.49)
  • Anke Grotlüschen
  • Klaus BuddebergEmail author
Article
  • 31 Downloads

This volume, edited by Keiko Yasukawa, Alan Rogers, Kara Jackson, and Brian V. Street, uses the theoretical development from “The New Literacy Studies” towards “Literacy as Social Practice” (p. 10), and applies its core characteristics to a notion of Numeracy as Social Practice. In explaining the core theoretical background, the editors rely on Street’s criticism of the traditional assumption that literacy would autonomously have effects on other social and cognitive practices (the autonomous model of literacy). According to Street, literacy is not neutral or universal, but is a social practice and thus part of power relations. He claims that in the past, numeracy was often presented as pure and separate from contexts, being culture- and value-free. The notion of literacy as a social practice has now spread to numeracy, which is considered in this edited volume as a social practice, contextualized, and embedded in overarching, ideological power relations.

Chapter 1, “Mapping the...

Notes

References

  1. Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156.CrossRefGoogle Scholar
  2. Fingeret, A. (1983). Social networks: A new perspective on independence and illiterate adults. Adult Education Quarterly, 33, 133–146.CrossRefGoogle Scholar
  3. Holzkamp, K. (1993). Lernen: Subjektwissenschaftliche Grundlegung. Frankfurt, New York: Campus Verlag.Google Scholar
  4. Mehan, H. (1979). Learning lessons: Social organization in the classroom. London: Cambridge.CrossRefGoogle Scholar
  5. Worthen, H. (2008). Using activity theory to understand how people learn to negotiate the conditions of work. Mind, Culture, and Activity, 15(4), 322–338.  https://doi.org/10.1080/10749030802391385 .CrossRefGoogle Scholar

Copyright information

© Springer Nature B.V. 2019

Authors and Affiliations

  1. 1.Faculty for Educational Sciences, Department for Vocational Education and Lifelong LearningHamburg UniversityHamburgGermany

Personalised recommendations