The Shirt Factory Narratives: Case Studies in Gendered Literacies

This dissertation is an ethnomethodological examination of the literacy practices of eleven women who worked at a small-town sewing factory in rural southern Kentucky during the 1930s, 40s, and 50s. It considers the women's relationships to literacy sponsorship in local domains of home, school, church, clubs, and work. It uses New Literacy Studies theory, including the concept of literacy sponsorship, and scholarship on women's vernacular literacy practices to argue for conceptualizing women's (and other marginalized groups') informal learning practices as complex, multi-dimensional, efficacious, and potentially rewarding models for twenty-first century multicultural, multigenre, multimodal pedagogy. The dissertation is divided into four chapters, first reviewing the history of and current debates in New Literacy Studies, situating the shirt factory narratives in recent discussions of local vs. global literacies, and then considering three case studies for themes of literacy sponsorship and women's vernacular literacy practices. Chapter 1 provides a historical and conceptual overview of New Literacy Studies as it has developed over the past twenty years and argues that current theories of gender and class overlap with literacy studies in ways that have important implications for research and teaching. Chapter 2 describes the ethnomethodological approach used to carry out the research, provides demographic data for the study participants, and outlines the stages of data collection and principles of data analysis that were followed. Building on these theoretical and methodological contexts, Chapters 3 and 4 center on attributes of literacy sponsorship as constructed in interviews with the study participants. Chapter 3 highlights themes of resistance, assimilation, and bricolage (tinkering) from initial stages of interviews and sorts texts from the interviews according to purposes and domains of practice, revealing predominant attitudes toward sponsorship. Chapter 4 then analyzes two basic literacy strategies, hybridization and appropriation, in case studies of three participants. The dissertation concludes by linking the findings from the case studies to recent work of the New London Group on Design approaches to composition pedagogy. It argues with them that a Design approach to literacy pedagogy acknowledges recent findings about informal learning processes and addresses twenty-first-century literacy demands more equitably than current process writing pedagogy alone.

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