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 6
... diverse per- spectives and productive critique , and that encourages us to confront our eth- nocentric assumptions and biases . A commitment to democracy also requires a dedication to the values that sustain our democratic traditions ...
... diverse per- spectives and productive critique , and that encourages us to confront our eth- nocentric assumptions and biases . A commitment to democracy also requires a dedication to the values that sustain our democratic traditions ...
Side 11
... diverse use of literacy in the home and community , often despite severe economic hardship . Communication through print in these communities is embedded within daily social encounters and is used for a variety of social functions ...
... diverse use of literacy in the home and community , often despite severe economic hardship . Communication through print in these communities is embedded within daily social encounters and is used for a variety of social functions ...
Side 28
... diverse contexts.2 ( More is said about these in- structional strategies in chapter 5. ) In teaching other discourses , however , our instructional practices often emphasize the superficial properties of language , the details of ...
... diverse contexts.2 ( More is said about these in- structional strategies in chapter 5. ) In teaching other discourses , however , our instructional practices often emphasize the superficial properties of language , the details of ...
Side 38
... diversity ought to be un- derstood and celebrated as a representation of the dynamic nature of social discourse as it is used to create meaning within the context of interpretive communities . 2. An example might be found in higher ...
... diversity ought to be un- derstood and celebrated as a representation of the dynamic nature of social discourse as it is used to create meaning within the context of interpretive communities . 2. An example might be found in higher ...
Side 43
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acquire African American African American literature argue assumptions basal readers become behaviors bell hooks challenge chapter classroom concept consciously political Cornel West critical literacy critical pedagogy curriculum defined democracy democratic dents dialogue discussion diverse dominant discourse Edelsky empowerment encourages engage ethic of care examine experiences Freire function goal groups hegemonic Hence human ideological ideological assumptions individual involves knowledge learning linguistic literacy instruction literate literature lives marginalized moral multicultural Native Americans neutral nonmainstream objectivism oppression Parker Palmer participation particular pedagogy perspectives pluralistic practices primary discourse problem-posing promote reading and writing reality realize Reggie Jordan relationships requires resistance responses role schooled literacy secondary discourses share Shor skills society stories suggests talk teachers teaching tend textbook tion transformative understand values vision voices whole language words written language written texts