Literacy the General Commodification of Education
As can be seen by the conclusion to unit 10, literacy is one element that stands in different relations to different individuals and social classes and thus is not the same to all people. It is not the only element in human society to have this quality, for many aspects of culture have different meaning to different social groups within the larger society. The issue here is literacy, however, and it becomes a political act to define even a minimum level of literacy for education when it applies to all students and thus to all social classes. We have to recognize that while we may set up a minimum level of literacy and an accepted definition of literacy, ultimately individuals and members of different social groups will apply these concepts differently in their lives. Society makes these decisions first by marginalizing those who do not come up to an accepted level. Social stratification occurs in part on the basis of educational level and thus on degrees of literacy. Educators accept that there is a certain level of literacy required to get a job, and that different levels of ability mean a different job ceiling for each student. Some students resist learning based on the view of their particular social group regarding reading and learning. Students have one social identity when they are in school, but when they are in the job market they may have a very different one base

 

Here the Indian is more primitive than the white man, closer to Nature, and therefore closer to certain instincts and moral values that the white man has lost: courage, loyalty, the ability to relate to his surroundings, and so forth (Atwood 91).

Seasonal employment that oil and gas exploration offers in the Mackenzie Delta has become an important source of income to many Inuit. Yet that does not mean that they. . . are prepared to give up their claim to the land. If our specialized vision of progress prevails, it is likely to prevail with indifference to--or even defiance of--native aspirations as they have been expressed to this Inquiry (Berger 113).

The ideology of white society toward the native society has been apparent in literature and is discussed in terms of American literature by Margaret Atwood. She notes that American literature tended to idealize the Indian as a Noble Savage:

The term "Indian" clearly involves ethnology in that it identifies this population as distinct, as capable of being studied, and as separable from the larger white society of Canada. Of course, the Indian has assimilated into Canadian society to a degree, with many individuals of Indian descent virtually indistinguishable from the rest of the population. This group as well can be studied for the cultural traits that may still be honored or displayed. Interestingly, though, many of the themes that identify Canadian culture are also themes that identify Indian culture, though perhaps in a different degree, such as the reverence for Nature, the sense of external threat, a belief in a set of values, and a belief that those values are threatened by some larger force. The essential difference is in the way Indian society and white society view the land and the relationship of the human community to the land. This difference is difficult to reconcile, and the only way it is possible is for each side to understand that the other group has different needs and a different vie

 
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    Some topics in this essay  
 
    | Nature Americans | Freire Ong | Thomas Berger | Native American | Savage Indian | Canada Freire | Mackenzie Delta | East West | Inquiry Berger | white society | term indian | native population | berger notes | level literacy | minimum level literacy | individuals social | cultural circles | differences societies | population land | unit 10 | literacy political act | learning shared experience | mackenzie valley pipeline | valley pipeline inquiry |  
   
 
 
 
   
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