Reading Policy
with Zoe Fowler

Rapporteur: Phyllis Steeves

This workshop provided an analysis of the assumptions behind current literacy policy. Zoe's interest in policy comes from her interest in rhetoric. Zoe gave an overview of literacy policy in the United Kingdom (UK). Discussion followed, raising questions that included: Why has the government made literacy a priority? What kind of research informs policy? What is omitted? How is a problem framed and defined? What is the impact of power held by international bodies such as the World Bank, United Nations, European Union, and OECD? Is the rise of literacy on the policy agendas of different countries a result of international pressures and agendas?

Zoe then turned to Canadian policy, and asked participants to look at "Federal Literacy Facts: an update on literacy-related developments at the national level" issued by the Movement for Canadian Literacy in June 2003. It is available online at www.literacy.ca. The document highlights some key recommendations / policies of the Canadian government in relation to literacy. Participants broke into small groups to look at the language and metaphor used in this document, and to consider how Canadian language and rhetoric compared to those in documents from the UK. A similarity of terms and discourse was apparent and suggested a common starting point.

Back in the large group, we discussed the value, impact, and meaning of other terms such as "knowledge economy". Some of our questions were: Who is the text intended to address? Who is "we"? What are some of the alternatives to the current policy speak? Does the language of solution used by various governments place blame? Does the language used by various governments reflect practitioner / researcher beliefs; do practitioners / researchers truly believe that individuals with lower levels of reading and writing skills have as much to offer as highly literate individuals?

Finally, discussion turned to solutions. How do literacy practitioners / researchers manoeuvre within and help to shape policy? Participants talked about needing to engage more with various stakeholders, and to deflect blame for literacy issues away from those living in poverty.