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Although there have been many claims made about iiberatitzg, progressive, and advanced functions of print literacy, little attentiorz has been paid to its oppressive functions. Here we argue that from its earliest days, print liter- acy has also served oppressive political regimes. Print literacy is neither essentially liberating nor oppressive-it can support drflerent regimes and practices. The purpose of this article is to examine some of the oppressive functions of print literacy and to show how they are embedded within par- ticular oppressive regimes. We consider the oppressive functions of print literacy under bureaucratic, colonial, and totalitarian regimes and discuss their consequences for teaching literacy in schools. We analyze the follow- ing three issues for each regime: how a given regime oppresses people, how prkt literacy facilitrrt~ opprc?ssior?, and how the oppressive regime shapes print literacy. We conclude that in order to promote the liberating functions of print literacy, a sociocultural analysis of the pedagogical and insti- tutional regimes established by schools is needed. This should involve an examination of the relations, constraints, goals, and values of school par- ticipants as they mani/'esi ikemseives in uciiiitites practices, iiiid dtscoiirses as well as exploration of how schoois might foster the diaiogic possibilities of print. t

Print literacy as oppression: Cases of bureaucratic, colonial, and totalitarian literacies and their implications for schooling