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  3. I was introduced to the concept of literacy animator in Oladumi Arigbede’s(1994)article on high illiteracy rates among women and

I was introduced to the concept of literacy animator in Oladumi Arigbede’s(1994)article on high illiteracy rates among women and

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问题     I was introduced to the concept of literacy animator in Oladumi Arigbede’s(1994)article on high illiteracy rates among women and school dropout rates among girls. According to Arigbede, literacy animators view their role as assisting in the self-liberating development of people in the world who are struggling for a more meaningful life. Animators are a family of deeply concerned and committed people whose gut-level rejection of mass human pauperization compels them to intervene on the side of the marginalized. Their motivation is not derived from a love of literacy as merely another technical life skill, and they accept that literacy is never culturally or ideologically neutral.
    Arigbede writes from her experiences as an animator working with women and men in Nigeria. She believes that literacy animators have to make a clear choice about whose culture and whose ideology will be fostered among those with whom they work. Do literacy educators in the United States consider whether the instruction they pursue conflicts with their students’ traditional cultures or community, or fosters illiteracies in learners’ first or home languages or dialects and in their orality?
    Some approaches to literacy instruction represent an ideology of individualism, control, and competition. Consider, for example, the difference in values conveyed and represented when students engage in choral reading versus the practice of having one student read out loud to the group. To identify as a literacy animator is to choose the ideology of "sharing, solidarity, love, equity, co-operation with and respect of both nature and other human beings". Literacy pedagogy that matches the animator ideology works on maintaining the languages and cultures of millions of minority children who at present are being forced to accept the language and culture of the dominant group. It might lead to assessment that examines the performance outcomes of a community of literacy learners and the social significance of their uses of literacy, as opposed to measuring what an individual can do as a reader and writer on a standardized test. Shor(1993)describes literacy animators as problem-posing, community-based, dialogic educators. Do our teacher-education textbooks on reading and language arts promote the idea that teachers should explore problems from a community-based dialogic perspective?
Arigbede worked with Nigerians probably to____.
选项 A、teach American customs and ideology
B、make a choice of culture to be fostered
C、reject the values of the dominant class
D、help maintain Nigerian language and culture
答案D
解析 推理题。文章出现Nigerian是在第二段，在此提到Arigbede描述了她在Nigerian作为读写教育者与当地人一起工作的经历。她认为读写教育者在进行教育的时候，必须选择一种与教育相适应的文化和意识形态。读写教育者的美国式意识形态是否会和学生的传统文化相矛盾，是否能促进学生的本族语言的发展。由此可以推出Arigbede在教Nigerians的时候，可能是在帮助他们保持自己的语言文化，所以正确答案是D选项。A、C选项的意思明显与文章意思相反，B选项的意思是“选择一种需要发展的文化”，虽然意思与文章相符，但是与本题题意不符，所以也是不正确的。
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