"As the final product of four thousand years of alphabet literacy, we all tend to believe strongly in the powerful and redeeming effects of literacy" (Gee, 1989)
Literacy: Is it a myth?
We have always been led to believe that the more we we read, write, and learn the more educated we will be. The more educated we are, the better job we will have. The better job we will have, the better car, house, and material things we will have. However, is this the truth or a myth?
Harvey Graff states that the literacy myth is "the common popular and scholarly conception that literacy has powerful effects" (Gee, 1989). This is the belief that literacy can help one overcome any obstacle; that literacy will overcome crime and poverty. While this seems like a myth, as there are numerous examples of well-educated people who committed crimes, Graff disagrees. He states that, "the role of literacy is always much more complex, and contradictory, more deeply intertwined with other factors, than the literacy myth allows" (Gee, 1989). Thus, the literacy myth is too loose in its claims. Literacy is a powerful and complex. it is deeply rooted in society and can overcome obstacles. Thus, literacy is no myth, but the truth.
Harvey Graff states that the literacy myth is "the common popular and scholarly conception that literacy has powerful effects" (Gee, 1989). This is the belief that literacy can help one overcome any obstacle; that literacy will overcome crime and poverty. While this seems like a myth, as there are numerous examples of well-educated people who committed crimes, Graff disagrees. He states that, "the role of literacy is always much more complex, and contradictory, more deeply intertwined with other factors, than the literacy myth allows" (Gee, 1989). Thus, the literacy myth is too loose in its claims. Literacy is a powerful and complex. it is deeply rooted in society and can overcome obstacles. Thus, literacy is no myth, but the truth.
Gee, J. P. (1989). The Legacies of Literacy: From Plato to Freire Through Harvey Graff. Journal of Education, 171, 147-165.