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I’m very and interested in the way that “literacy as adaptation” varies across cultures and contexts—the standards of “literacy” required for survival vary greatly, depending upon the characteristics and institutions of a particular society or culture. In a small group discussion last week, my classmates and I suggested that the definition of “survival” varies, as well. What does it mean to survive, or to adapt? For example, we apparently consider writing checks, reading prescription labels, and paying bills essential for adaptation or survival in contemporary America. We’ve also placed reading newspapers into the “literacy as adaptation.” What happens to a person who cannot write checks or read prescription labels? Perhaps they cannot live safely or comfortably, and perhaps they struggle to navigate American legal and financial institutions. But what happens to a person who cannot read the newspaper? In this thought experiment, I’m imagining a person who can pay bills and read labels, but cannot read the newspaper, magazines, books, etc. Surely this person can live safely, and perhaps they manage to navigate American institutions. Somehow, though, we conclude that this person lacks certain adaptive or survival skills. Apparently survival or adaptation in American society requires more than mere existence.... We concluded that “literacy as adaptation” is a fluid and ever-changing category, depending on what you mean by “adaptation,” and what society or sphere you mean to consider.

Following our conversation, I was left with a question that, I am quite sure, will resurface throughout the semester: what is the role of the school? That is, what version of “survival” should schooling help to ensure?