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Borders and social exclusion: The command of the written language

Conferences and symposiums

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KeywordsTriple Keywords
Illiteracy
Literacy
Marginal peoples
Exclusion, Social
Marginality, Social
Social exclusion
Social marginality
Reality
Schooling
Instruction
Education of children
Human resource development
Children--Education
Students--Education
Youth--Education
Education
Pedagogy
Education, Primitive
Literature
World literature
Western literature (Western countries)
Belles-lettres
Culture and education
Campus cultures
Education and anthropology
Educational anthropology
Science, Political
Government
Politics
Political science
Political theory
Administration
Commonwealth, The
Civil government
Political thought
Humanities
Written discourse
Written language
Written communication
Participation
Post high school education
Postsecondary education
Tertiary education
Post-secondary education

Abstract

This work analyses the differences in literacy within multicultural classrooms. Given the demands of today’s societies, marginalisation and social exclusion are reinforced by the lack of reading and writer strategies and this reality, which is typical of many schools in Argentina, is evident in the city and province of Buenos Aires. The work we present is the result of surveys administered to teachers from institutes between June and September 2004 in the Province of Buenos Aires, as part of the tasks of participating in the coordination of the Programme Situation and Perspectives in Education (state of play and teaching practice in the disciplines) Area Langugua and Literature, proposed by the Directorate of Higher Education, corresponding to the Directorate-General for Culture and Education of the Government of the Province. Faculty of Humanities and Education Sciences

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