作业帮英语翻译It might be objected that such criticisms are unfair sin
来源：学生作业帮 编辑：作业帮 分类：英语作业 时间：2024/05/16 07:53:52
英语翻译
It might be objected that such criticisms are unfair since Olson is explicitly concerned with the cognitive implications of literacy.But my concern here is that in a book that is so broad and readable,a book that attempts to paint such a large-canvas picture of literacy,it is indeed problematic that such concerns are either ignored or only mentioned in passing.Many of the writers who have looked at the contexts and implications of literacy are given little or no space here:there is no James Gee (e.g.1991) on literacy and discourse; Rockhill’s key work (e.g.1987) on women and literacy gets no mention; Heath’s (1983) significant ethnographic study of "literacy events" in community and school is only touched on; Street's arguments (e.g.1995) for how the uses of literacy may differ fundamentally in different cultural contexts are glossed over; Paulo Freire's (e.g.1970) key work in critical literacy doesn't warrant a mention; there is no interest in changing literacies or media literacies in a new global context (e.g.Sholle and Denski,1993).Olson is not interested in the cultural contexts of literacy.
It might be objected that such criticisms are unfair since Olson is explicitly concerned with the cognitive implications of literacy.But my concern here is that in a book that is so broad and readable,a book that attempts to paint such a large-canvas picture of literacy,it is indeed problematic that such concerns are either ignored or only mentioned in passing.Many of the writers who have looked at the contexts and implications of literacy are given little or no space here:there is no James Gee (e.g.1991) on literacy and discourse; Rockhill’s key work (e.g.1987) on women and literacy gets no mention; Heath’s (1983) significant ethnographic study of "literacy events" in community and school is only touched on; Street's arguments (e.g.1995) for how the uses of literacy may differ fundamentally in different cultural contexts are glossed over; Paulo Freire's (e.g.1970) key work in critical literacy doesn't warrant a mention; there is no interest in changing literacies or media literacies in a new global context (e.g.Sholle and Denski,1993).Olson is not interested in the cultural contexts of literacy.
它可能会反对这样的批评是不公平的因为奥尔森明确有关识字的认知影响.但在这里我关心的是一本书是如此广泛和可读性,试图描绘这种大帆布是的确存在问题,这种担忧被忽略或只顺带一提.许多作家看过上下文和识字的影响给出了很少或没有空间在这里：关于扫盲和话语 ； 还有没有 James Gee (例如1991)柔的关键工作 （例如 1987 年） 对妇女和识字率获取没有提及 ；希思 (1983) 重大民族志研究的"识字事件"在社区和学校只被谈到 ；街的参数 （例如1995 年） 为识字的用途如何可能根本上的不同,以在不同的文化背景被掩盖 ；弗莱雷 （例如 1970 年）在关键的扫盲工作重点并不值得一提 ；还有没有兴趣在新的全球背景下 （如 Sholle和 Denski,1993年）改变素养或媒体素养.奥尔森对识字的文化语境不感兴趣.
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