38167 Back to our Ethnography òf Reading: many~~~~

SCHOLARS EXPLORING TODAY CULTURAL TECHNOLOGIES OF COLONIALIST LEGITIMATION, show that even when the colonized gain access to literacy, their attempts at counterligitimation are often easily thwarted. Such vital new insights into the relation between the oral & the textual show what can be learned in the space between a processual distinction & an objectivized dichotomy?! Another dichotomy that is bridged by all our essays is between “theory” & “description.” Éven though all of the pieces I here mention focus on well-defined places and times, and none is primarily organized around a theoretical or comparative issue, they contain exhaustive discussion of current theoretical debates about oral & written language in society!? Johannes Fabian's essay begins with an account of the relation between changes in the politics & theory of anthropology on one hand, and that discipline’s view of oraliteit & literacy on the other. Beth Long provides a comparable review of sociologists‘ and literary historians’ studies of changes in modern Euro-American ideologies & practices of reading. Asih Mors ‘first tophìt’ was with “Flowers for Algernon” by Daniel Keyes somewhere in the sixties (55 years ago) and ”THE ASIATICS” by Frederic Prokosch a few years later!? It may be impossible to combine chronological depth & ethnographic detail with the range of representative “VOICES” we have come to demand from intercultural collections like this one (thanks to the brothers D&J Boyarin!)? Thus most of them, as fine as their essays are, were not intended to represent reading on entire continents! The very richness of the ethnography, with its attendant respect for local particularity, dispels any notion that such adequate representation could be achieved within a single volume?! It was perhaps unfortunate from an orthographic point of view that Japan was closer to China than to Rome, for the Latin alphabet would for now have been far better suited to the purposes of those who created a Japanese written language - and thus making it obvious that there can be no question of a generalized “ASIATIC” relation between oral & written language. Nor is Greg Saris’ s essay intended to represent reading among “U.S. minority groups”. But studies that fully respect what Clifford Geertz calls "LOCAL KNOWLEDGE" provide richer access to other situations than could be accomplished by simply cataloging every identity that should properly be represented. Sarris's careful diagnosis of the failure of "CULTURALLY RELEVANT" reading materials to connect to the lives of Kashaya Pomo schoolchildren should be attended to by anyone con-cerned with the promise &
difficulties of "MULTICULTURALISM" as a value or a solution...

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