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Brian Street

January 01, 1970

Brian Vincent Street (24 October 1943 – 21 June 2017) was a professor of language education at King's College London and visiting professor at the Graduate School of Education in University of Pennsylvania. During his career, he mainly worked on literacy in both theoretical and applied perspectives, and is perhaps best known for his book Literacy in Theory and Practice (1984).

Brian Street in 2013

Biography edit

Born in Manchester to Dorothy Groves, a woman from a Russian Jewish background, Street was told his father, an Irish pilot, had died in action during the war. Street was adopted by Margaret Nellie Street and Harry Street; the family moved to Devon in 1945. The elder Street found work in a wool factory, where his adopted son suffered a serious eye injury at the age of 18.[1]

Street was educated at the Christian Brothers Grammar School in Plymouth and read English and, for his doctorate, Anthropology at Oxford University; his PhD was supervised by Godfrey Lienhardt.[1][2] In 1971, he took up a lectureship at the Mashhad University.[3] From 1974, he taught social and cultural anthropology at the University of Sussex, assuming a post as Professor of Language and Education at King's College London and for more than fifteen years he supervised doctoral students and taught graduate workshops on ethnography, student writing in higher education and language and literacy at King's.[4] He spent six months at the University of Pennsylvania in 1988, leading to a permanent appointment as a visiting professor in the Graduate School of Education.[3] His summer schools at the Federal University of Minas Gerais in Belo Horizonte, Brazil continued until shortly before he died.[1] He retired from his full-time post at KCL in 2010.[2] Meanwhile, he continued an association with Sussex University, via the Mass-Observation archive housed there and research with Dorothy Sheridan.[3]

In 2009, he was elected vice-president of the Royal Anthropological Institute (RAI) and has been Chair of the Education Committee of the RAI since 2006. Later in his career, he became involved in development projects in South Asia and Africa using ethnographic perspectives in training literacy and numeracy teachers in a programme known as LETTER (Learning Empowerment through Training in Ethnographic Research).[1][5] He also worked with colleagues in Brazil with particular interest in ethnographic and academic literacies perspectives. A collection of papers (coedited with Judy Kalman) concerning Latin America was published in 2012.

Academic work edit

Street became one of the leading theoreticians within what has come to be known as New Literacy Studies (NLS), in which literacy is seen not just as a set of technical skills, but as a social practice that is embedded in power relations. Street developed his theory in opposition to leading literacy scholars at the time, including Jack Goody and Walter J. Ong. These, and other scholars, represented what Street called an "autonomous view of literacy", in which literacy is as a set of autonomous skills that can be learnt independently of the social context. The alternative view Street called "ideological", since it acknowledges literacy's context-dependent and power-laden nature.

Central to Street's conceptualisation of literacy was the distinction between literacy events and literacy practices. The term literacy events was coined by Shirley Brice Heath to refer to situations in which people engage with reading or writing.[6] While literacy events refers to discrete situations, literacy practices refers to the larger systems which these events create within a community. Literacy practices are the patterns of literacy events in a society; different domains may have different literacy practices, as literacy has different functions within a society, across domains. Street defined literacy practices as the "broader cultural conception of particular ways of thinking about and doing reading and writing in cultural contexts."[7]

The notion of literacy practices stems from Street's fieldwork in an Iranian mountain village, Cheshmeh, where he realised that people used literacy in different ways in different contexts, and for different purposes: maktab, schooled and commercial literacy practices.[3] The uses and meanings of these were different: maktab literacy was associated with Koranic schools, schooled literacy with secularisation and modernisation, and commercial literacy with the fruit trade. The commercial literacy sprang out of the Koranic literacy practices, rather than schooled literacy practices as the dominant view of Literacy might expect and Street explains this by the status and authority the latter practice had within the village. Schooled literacy, on the other hand, although more technically developed, was oriented away from the village towards the cities. It was not the literacy skills as such, but the social functions associated with particular literacies, that influenced the development of commercial literacy in this village.

Later in his career Street worked on academic literacy and numeracy, and both areas can be said to reflect and build on his view of literacy. In several articles on academic literacy (most coauthored with Mary R. Lea) Street critiques the notion of academic literacy as a set of skills to give writings structure, content and clarity, and argues that this varies across disciplines, and that what is seen as "appropriate writing" is more closely tied to epistemologies and the underlying assumptions of different disciplines. The perspective of academic literacies acknowledges and takes into account the power and discourses within institutions and institutional production and representation of meaning.

Like literacy, Street (and his coauthors Dave Baker and Alison Tomlin) saw numeracy as a social practice that cannot be reduced to a set of technical skills. Rather, they turn the focus to social factors, particularly the similarities or differences between school and home numeracy practices, and the implications of these, including ideology, power relations, values, and social institutions. Street (and his coauthors) argued that some maths practices are privileged over others, and this has to do with the control and status associated with social institutions and procedures. In that sense, we can adopt a similar approach to numeracy practices as social and ideological that has been developed with regard to literacy.

Personal life and honours edit

Street married twice, first to Joanna Lowry, whom he met while an academic at Sussex University. The couple had three now adult children, a son and two daughters, before separating in 1991. His second wife was Maria Lucia Castanheira, a professor at Brazil's Federal University of Minas Gerais,[1] whom he married in 2017.[8]

He was awarded the National Reading Conference's Distinguished Scholar Lifetime Achievement Award in 2008.[9]

Death edit

Brian Street died in Hove on 21 June 2017 at the age of 73[10] from cancer.[8]

Selected books edit

  • Grenfell, Michael (2012). Language, ethnography, and education : bridging new literacy studies and Bourdieu. New York, NY: Routledge. ISBN 9780415872485.
  • Heath, Shirley Brice (2008). On ethnography: approaches to language and literacy research. Approaches to language and literacy research. New York: Teachers College Press : NCRLL/National Conference on Research in Language and Literacy. ISBN 9780807748664.
  • Students writing in the university: cultural and epistemological issues. Studies in written language and literacy. Amsterdam ; Philadelphia: John Benjamins Pub. 1999. ISBN 9027218013.
  • Kalman, Judy; B. V. Street (2012). Literacy and numeracy in Latin America: local perspectives and beyond. New York: Routledge. ISBN 9780415896092.
  • Sheridan, Dorothy (2000). Writing ourselves: mass-observation and literacy practices. Language & social processes. Cresskill, N.J: Hampton Press. ISBN 1572732776.
  • Street, Brian V. (1984). Literacy in theory and practice. NY: Cambridge University Press.
  • Street, Brian V.; B. M. Kroll (1988). "Cross-cultural perspectives on literacy". In E. R. Kintgen; M. Rose (eds.). Perspectives on literacy. Carbondale, IL: Southern Illinois University Press. pp. 139–150.
  • Street, Brian V. (1995). Adult Literacy in the United Kingdom: A History of Research and Practice. Citeseer.
  • Street, Brian V. (1995). Social literacies: Critical approaches to literacy in development, ethnography and education. London: Longman.
  • Literacy and development: Ethnographic perspectives. Brian V. Street (ed.). London and New York: Routledge. 2001.{{cite book}}: CS1 maint: others (link)
  • Literacies across educational contexts: Mediating learning and teaching. Brian V. Street (ed.). Philadelphia: Caslon Publishing. 2005.{{cite book}}: CS1 maint: others (link)
  • Street, Brian V. (2005). Navigating numeracies: home/school numeracy practices. Multiple perspectives on attainment in numeracy. Dordrecht, Netherlands: Springer. ISBN 1402036760.
  • Street, Brian V.; D. Bloome; K. Pahl (2012). "LETTER: Learning for Empowerment through Training in Ethnographic-style Research". In M. Grenfell; C. Hardy, J. Rowsell (eds.). Language, Ethnography, and Education: Bridging New Literacy Studies and Bourdieu. New York and London: Routledge. pp. 73–88.

Selected articles and book chapters edit

  • Street, Brian V. (1993). "The new literacy studies, guest editorial". Journal of Research in Reading. 16 (2): 81–97. doi:10.1111/j.1467-9817.1993.tb00039.x.
  • Street, Brian V.; L. Thompson (1993). "Culture is a verb: Anthropological aspects of language and cultural process". In D. Graddol; M. Byram (eds.). Language and culture. Clevedon, UK: BAAL in association with Multilingual Matters. pp. 23–43.
  • Street, Brian V. (1997). "The Implications of the 'New Literacy Studies' for Literacy Education". English in Education. 31 (3): 45–59. doi:10.1111/j.1754-8845.1997.tb00133.x.
  • Street, Brian V. (1999). "Academic Literacies". In Carys Jones; Brian V. Street (eds.). Students Writing in the University: Cultural and epistemological issues. Amsterdam and Philadelphia: John Benjamins Publishing Company. pp. 193–227.
  • Street, Brian V. (2003). "What's "new" in New Literacy Studies? Critical approaches to literacy in theory and practice". Current Issues in Comparative Education. 5 (2): 77–91.
  • Street, Brian V. (2003). "The limits of the local 'autonomous' or 'disembedding'". International Journal of Learning. 10: 2825–2830.
  • Street, Brian V. (2004). "Futures of the ethnography of literacy?". Language and Education. 18 (4): 326–330. doi:10.1080/09500780408666885. S2CID 144436705.
  • Street, Brian V. (2004). "Thoughts on anthropology and education". Anthropology Today. 20 (6): 1–2. doi:10.1111/j.0268-540x.2004.00308.x.
  • Street, Brian V. (2005). "The hidden dimensions of mathematical language and literacy". Language and Education. 19 (2): 135–140. doi:10.1080/09500780508668669. S2CID 143495132.
  • Street, Brian V. (2005). "At last: Recent applications of new literacy studies in educational contexts". Research in the Teaching of English. 39 (4): 417–423.
  • Street, Brian V. (2005). "Applying New Literacy Studies to numeracy as social practice". Urban Literacy: Communication, Identity and Learning in Development Contexts. Hamburg: UNESCO Institute for Education: 87–96.
  • Street, Brian V. (2012). "Society Reschooling". Reading Research Quarterly. 47 (2): 216–227. doi:10.1002/RRQ.017.
  • Street, Brian V.; Alan Rogers; Dave Baker (2006). "Adult teachers as researchers: ethnographic approaches to numeracy and literacy as social practices in South Asia". Convergence. 39 (1): 31.
  • Street, Joanna C.; Brian V. Street; M. Briggs; M. Selinger (1995). "The schooling of literacy". In J. Bourne; P. Murphy (eds.). Subject learning in the primary curriculum: Issues in English, science, and math. London: Routledge. pp. 75–88.

References edit

  1. ^ a b c d e Street, Alice (July 2017). "Brian Street, 1943-2017". Royal Anthropological Institute. Retrieved 16 July 2017.
  2. ^ a b "Professor Brian Street - In memoriam". King's College London. 30 June 2017. Retrieved 2 July 2017.
  3. ^ a b c d Maybin, Janet (10 September 2017). "Brian Street, 1943-2017". Royal Anthropological Institudte. Retrieved 25 September 2017.
  4. ^ "Professor Brian Street". King's College London. Retrieved 25 January 2013.
  5. ^ "LETTER". balid.org.uk. Archived from the original on 23 April 2013. Retrieved 25 January 2013.
  6. ^ Heath, S. B. (1982). "What no bedtime story means: Narrative skills at home and school". Language in society. 11(1), 49–76.
  7. ^ Street, Brian V. 2000 Literacy events and literacy practices: Theory and practice in the New Literacy Studies. In K. Jones & M. Martin-Jones (Eds.), Multilingual Literacies. Reading and writing different worlds (pp. 17–29). Philadelphia: John Benjamins Publishing Company
  8. ^ a b Bloome, David (22 September 2017). . Anthropology News. Archived from the original on 26 December 2017. Retrieved 25 December 2017.
  9. ^ "Brian Street". africanbookscollective.com. Retrieved 25 January 2013.
  10. ^ "Brian Street (1943–2017)". University of Oxford Anthropology. 27 June 2017. Retrieved 28 June 2017.

January 01, 1970
brian, street, brian, vincent, street, october, 1943, june, 2017, professor, language, education, king, college, london, visiting, professor, graduate, school, education, university, pennsylvania, during, career, mainly, worked, literacy, both, theoretical, ap. Brian Vincent Street 24 October 1943 21 June 2017 was a professor of language education at King s College London and visiting professor at the Graduate School of Education in University of Pennsylvania During his career he mainly worked on literacy in both theoretical and applied perspectives and is perhaps best known for his book Literacy in Theory and Practice 1984 Brian Street in 2013 Contents 1 Biography 2 Academic work 3 Personal life and honours 4 Death 5 Selected books 6 Selected articles and book chapters 7 ReferencesBiography editBorn in Manchester to Dorothy Groves a woman from a Russian Jewish background Street was told his father an Irish pilot had died in action during the war Street was adopted by Margaret Nellie Street and Harry Street the family moved to Devon in 1945 The elder Street found work in a wool factory where his adopted son suffered a serious eye injury at the age of 18 1 Street was educated at the Christian Brothers Grammar School in Plymouth and read English and for his doctorate Anthropology at Oxford University his PhD was supervised by Godfrey Lienhardt 1 2 In 1971 he took up a lectureship at the Mashhad University 3 From 1974 he taught social and cultural anthropology at the University of Sussex assuming a post as Professor of Language and Education at King s College London and for more than fifteen years he supervised doctoral students and taught graduate workshops on ethnography student writing in higher education and language and literacy at King s 4 He spent six months at the University of Pennsylvania in 1988 leading to a permanent appointment as a visiting professor in the Graduate School of Education 3 His summer schools at the Federal University of Minas Gerais in Belo Horizonte Brazil continued until shortly before he died 1 He retired from his full time post at KCL in 2010 2 Meanwhile he continued an association with Sussex University via the Mass Observation archive housed there and research with Dorothy Sheridan 3 In 2009 he was elected vice president of the Royal Anthropological Institute RAI and has been Chair of the Education Committee of the RAI since 2006 Later in his career he became involved in development projects in South Asia and Africa using ethnographic perspectives in training literacy and numeracy teachers in a programme known as LETTER Learning Empowerment through Training in Ethnographic Research 1 5 He also worked with colleagues in Brazil with particular interest in ethnographic and academic literacies perspectives A collection of papers coedited with Judy Kalman concerning Latin America was published in 2012 Academic work editStreet became one of the leading theoreticians within what has come to be known as New Literacy Studies NLS in which literacy is seen not just as a set of technical skills but as a social practice that is embedded in power relations Street developed his theory in opposition to leading literacy scholars at the time including Jack Goody and Walter J Ong These and other scholars represented what Street called an autonomous view of literacy in which literacy is as a set of autonomous skills that can be learnt independently of the social context The alternative view Street called ideological since it acknowledges literacy s context dependent and power laden nature Central to Street s conceptualisation of literacy was the distinction between literacy events and literacy practices The term literacy events was coined by Shirley Brice Heath to refer to situations in which people engage with reading or writing 6 While literacy events refers to discrete situations literacy practices refers to the larger systems which these events create within a community Literacy practices are the patterns of literacy events in a society different domains may have different literacy practices as literacy has different functions within a society across domains Street defined literacy practices as the broader cultural conception of particular ways of thinking about and doing reading and writing in cultural contexts 7 The notion of literacy practices stems from Street s fieldwork in an Iranian mountain village Cheshmeh where he realised that people used literacy in different ways in different contexts and for different purposes maktab schooled and commercial literacy practices 3 The uses and meanings of these were different maktab literacy was associated with Koranic schools schooled literacy with secularisation and modernisation and commercial literacy with the fruit trade The commercial literacy sprang out of the Koranic literacy practices rather than schooled literacy practices as the dominant view of Literacy might expect and Street explains this by the status and authority the latter practice had within the village Schooled literacy on the other hand although more technically developed was oriented away from the village towards the cities It was not the literacy skills as such but the social functions associated with particular literacies that influenced the development of commercial literacy in this village Later in his career Street worked on academic literacy and numeracy and both areas can be said to reflect and build on his view of literacy In several articles on academic literacy most coauthored with Mary R Lea Street critiques the notion of academic literacy as a set of skills to give writings structure content and clarity and argues that this varies across disciplines and that what is seen as appropriate writing is more closely tied to epistemologies and the underlying assumptions of different disciplines The perspective of academic literacies acknowledges and takes into account the power and discourses within institutions and institutional production and representation of meaning Like literacy Street and his coauthors Dave Baker and Alison Tomlin saw numeracy as a social practice that cannot be reduced to a set of technical skills Rather they turn the focus to social factors particularly the similarities or differences between school and home numeracy practices and the implications of these including ideology power relations values and social institutions Street and his coauthors argued that some maths practices are privileged over others and this has to do with the control and status associated with social institutions and procedures In that sense we can adopt a similar approach to numeracy practices as social and ideological that has been developed with regard to literacy Personal life and honours editStreet married twice first to Joanna Lowry whom he met while an academic at Sussex University The couple had three now adult children a son and two daughters before separating in 1991 His second wife was Maria Lucia Castanheira a professor at Brazil s Federal University of Minas Gerais 1 whom he married in 2017 8 He was awarded the National Reading Conference s Distinguished Scholar Lifetime Achievement Award in 2008 9 Death editBrian Street died in Hove on 21 June 2017 at the age of 73 10 from cancer 8 Selected books editGrenfell Michael 2012 Language ethnography and education bridging new literacy studies and Bourdieu New York NY Routledge ISBN 9780415872485 Heath Shirley Brice 2008 On ethnography approaches to language and literacy research Approaches to language and literacy research New York Teachers College Press NCRLL National Conference on Research in Language and Literacy ISBN 9780807748664 Students writing in the university cultural and epistemological issues Studies in written language and literacy Amsterdam Philadelphia John Benjamins Pub 1999 ISBN 9027218013 Kalman Judy B V Street 2012 Literacy and numeracy in Latin America local perspectives and beyond New York Routledge ISBN 9780415896092 Sheridan Dorothy 2000 Writing ourselves mass observation and literacy practices Language amp social processes Cresskill N J Hampton Press ISBN 1572732776 Street Brian V 1984 Literacy in theory and practice NY Cambridge University Press Street Brian V B M Kroll 1988 Cross cultural perspectives on literacy In E R Kintgen M Rose eds Perspectives on literacy Carbondale IL Southern Illinois University Press pp 139 150 Street Brian V 1995 Adult Literacy in the United Kingdom A History of Research and Practice Citeseer Street Brian V 1995 Social literacies Critical approaches to literacy in development ethnography and education London Longman Literacy and development Ethnographic perspectives Brian V Street ed London and New York Routledge 2001 a href Template Cite book html title Template Cite book cite book a CS1 maint others link Literacies across educational contexts Mediating learning and teaching Brian V Street ed Philadelphia Caslon Publishing 2005 a href Template Cite book html title Template Cite book cite book a CS1 maint others link Street Brian V 2005 Navigating numeracies home school numeracy practices Multiple perspectives on attainment in numeracy Dordrecht Netherlands Springer ISBN 1402036760 Street Brian V D Bloome K Pahl 2012 LETTER Learning for Empowerment through Training in Ethnographic style Research In M Grenfell C Hardy J Rowsell eds Language Ethnography and Education Bridging New Literacy Studies and Bourdieu New York and London Routledge pp 73 88 Selected articles and book chapters editStreet Brian V 1993 The new literacy studies guest editorial Journal of Research in Reading 16 2 81 97 doi 10 1111 j 1467 9817 1993 tb00039 x Street Brian V L Thompson 1993 Culture is a verb Anthropological aspects of language and cultural process In D Graddol M Byram eds Language and culture Clevedon UK BAAL in association with Multilingual Matters pp 23 43 Street Brian V 1997 The Implications of the New Literacy Studies for Literacy Education English in Education 31 3 45 59 doi 10 1111 j 1754 8845 1997 tb00133 x Street Brian V 1999 Academic Literacies In Carys Jones Brian V Street eds Students Writing in the University Cultural and epistemological issues Amsterdam and Philadelphia John Benjamins Publishing Company pp 193 227 Street Brian V 2003 What s new in New Literacy Studies Critical approaches to literacy in theory and practice Current Issues in Comparative Education 5 2 77 91 Street Brian V 2003 The limits of the local autonomous or disembedding International Journal of Learning 10 2825 2830 Street Brian V 2004 Futures of the ethnography of literacy Language and Education 18 4 326 330 doi 10 1080 09500780408666885 S2CID 144436705 Street Brian V 2004 Thoughts on anthropology and education Anthropology Today 20 6 1 2 doi 10 1111 j 0268 540x 2004 00308 x Street Brian V 2005 The hidden dimensions of mathematical language and literacy Language and Education 19 2 135 140 doi 10 1080 09500780508668669 S2CID 143495132 Street Brian V 2005 At last Recent applications of new literacy studies in educational contexts Research in the Teaching of English 39 4 417 423 Street Brian V 2005 Applying New Literacy Studies to numeracy as social practice Urban Literacy Communication Identity and Learning in Development Contexts Hamburg UNESCO Institute for Education 87 96 Street Brian V 2012 Society Reschooling Reading Research Quarterly 47 2 216 227 doi 10 1002 RRQ 017 Street Brian V Alan Rogers Dave Baker 2006 Adult teachers as researchers ethnographic approaches to numeracy and literacy as social practices in South Asia Convergence 39 1 31 Street Joanna C Brian V Street M Briggs M Selinger 1995 The schooling of literacy In J Bourne P Murphy eds Subject learning in the primary curriculum Issues in English science and math London Routledge pp 75 88 References edit a b c d e Street Alice July 2017 Brian Street 1943 2017 Royal Anthropological Institute Retrieved 16 July 2017 a b Professor Brian Street In memoriam King s College London 30 June 2017 Retrieved 2 July 2017 a b c d Maybin Janet 10 September 2017 Brian Street 1943 2017 Royal Anthropological Institudte Retrieved 25 September 2017 Professor Brian Street King s College London Retrieved 25 January 2013 LETTER balid org uk Archived from the original on 23 April 2013 Retrieved 25 January 2013 Heath S B 1982 What no bedtime story means Narrative skills at home and school Language in society 11 1 49 76 Street Brian V 2000 Literacy events and literacy practices Theory and practice in the New Literacy Studies In K Jones amp M Martin Jones Eds Multilingual Literacies Reading and writing different worlds pp 17 29 Philadelphia John Benjamins Publishing Company a b Bloome David 22 September 2017 Brian Vincent Street Anthropology News Archived from the original on 26 December 2017 Retrieved 25 December 2017 Brian Street africanbookscollective com Retrieved 25 January 2013 Brian Street 1943 2017 University of Oxford Anthropology 27 June 2017 Retrieved 28 June 2017 Retrieved from https en wikipedia org w index php title Brian Street amp oldid 1196589654, wikipedia, wiki, book, books, library,

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