Literacy as a Moral Imperative: Facing the Challenges of a Pluralistic SocietyRowman & Littlefield Publishers, 8. sep. 1999 - 168 sider In this important new book on literacy and teaching practices, education scholar and former schoolteacher Rebecca Powell argues that the decisions we make about literacy in a pluralistic society are fundamentally moral ones, either supporting inequitable power relationships, or seeking to transform them. Powell explores the underlying ideological assumptions of Oschooled literacyO and examines the ways teaching practices create tensions in the lives of students—tensions that often result in alienation and educational failure, particularly among those whose cultural knowledge and language tends to be marginalized in our nationOs schools. While primarily ground in critical theory, this volume also draws from multicultural and holistic perspectives in the teaching of written and oral language and addresses the link between whole language and critical pedagogy. Thus, the text is both theoretical and practical. Powell effectively argues that literacy instruction should encourage social responsibility and civic action, should enable students and teachers to understand the transformative potential of language, and should nurture a culture of compassion and care. |
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Side 1
... argue that this is a minimalist conception of moral- ity that does little to address the serious flaws of American society . Indeed , its popular appeal undoubtedly evolves from the fact that it demands little of us as individuals ...
... argue that this is a minimalist conception of moral- ity that does little to address the serious flaws of American society . Indeed , its popular appeal undoubtedly evolves from the fact that it demands little of us as individuals ...
Side 3
... argue throughout this book , the ways in which literacy is defined both in society and in our educational insti- tutions is highly political . This fact , I would suggest , can no longer be ignored . As a former classroom teacher , I ...
... argue throughout this book , the ways in which literacy is defined both in society and in our educational insti- tutions is highly political . This fact , I would suggest , can no longer be ignored . As a former classroom teacher , I ...
Side 5
... argue that , because both written and oral language have social functions and are devel- oped within particular sociocultural contexts , our notions about literacy and illiteracy therefore become political constructs , reflecting ...
... argue that , because both written and oral language have social functions and are devel- oped within particular sociocultural contexts , our notions about literacy and illiteracy therefore become political constructs , reflecting ...
Side 6
... argue in chapter 5 that literacy instruction ought to be consciously political , that literacy ought to be taught in ways that illuminate the hege- monic functions of language and knowledge and that nurture a critical social ...
... argue in chapter 5 that literacy instruction ought to be consciously political , that literacy ought to be taught in ways that illuminate the hege- monic functions of language and knowledge and that nurture a critical social ...
Side 8
... argued that , because they had spent a great deal of time analyzing the structure of their language and were aware of lin- guistic differences , they were more advanced in their understanding of writ- ten language than most university ...
... argued that , because they had spent a great deal of time analyzing the structure of their language and were aware of lin- guistic differences , they were more advanced in their understanding of writ- ten language than most university ...
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