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Books > Language & Literature > Language & linguistics > Literacy
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Literacy in the Persianate World - Writing and the Social Order (Hardcover, New)
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Literacy in the Persianate World - Writing and the Social Order (Hardcover, New)
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Persian has been a written language since the sixth century B.C.
Only Chinese, Greek, and Latin have comparable histories of
literacy. Although Persian script changed-first from cuneiform to a
modified Aramaic, then to Arabic-from the ninth to the nineteenth
centuries it served a broader geographical area than any language
in world history. It was the primary language of administration and
belles lettres from the Balkans under the earlier Ottoman Empire to
Central China under the Mongols, and from the northern branches of
the Silk Road in Central Asia to southern India under the Mughal
Empire. Its history is therefore crucial for understanding the
function of writing in world history. Each of the chapters of
Literacy in the Persianate World opens a window onto a particular
stage of this history, starting from the reemergence of Persian in
the Arabic script after the Arab-Islamic conquest in the seventh
century A.D., through the establishment of its administrative
vocabulary, its literary tradition, its expansion as the language
of trade in the thirteenth century, and its adoption by the British
imperial administration in India, before being reduced to the
modern role of national language in three countries (Afghanistan,
Iran, and Tajikistan) in the twentieth century. Two concluding
chapters compare the history of written Persian with the parallel
histories of Chinese and Latin, with special attention to the way
its use was restricted and channeled by social practice. This is
the first comparative study of the historical role of writing in
three languages, including two in non-Roman scripts, over a period
of two and a half millennia, providing an opportunity for
reassessment of the work on literacy in English that has
accumulated over the past half century. The editors take full
advantage of this opportunity in their introductory essay. PMIRC,
volume 4
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