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
... forces of hegemony that sustain it . It is a book that confronts the tragedy of hopelessness and the system of privilege that perpetuates it . Finally , it is a book that advocates the recovery of democratic 1 Introduction.
... forces of hegemony that sustain it . It is a book that confronts the tragedy of hopelessness and the system of privilege that perpetuates it . Finally , it is a book that advocates the recovery of democratic 1 Introduction.
Side 5
... hegemonic rela- tionships that exist in the larger society . Schools are institutions responsible for socializing students to accept the norms of the dominant culture . In chapter 2 , I examine the underlying ideo- logical assumptions ...
... hegemonic rela- tionships that exist in the larger society . Schools are institutions responsible for socializing students to accept the norms of the dominant culture . In chapter 2 , I examine the underlying ideo- logical assumptions ...
Side 12
... hegemonic function of written language . Like other sociolinguistic theorists , Gee ( 1992 ) suggests that one's use of language , or what he calls “ discourse , " is essentially an “ identity kit . " He de- fines discourse as " a ...
... hegemonic function of written language . Like other sociolinguistic theorists , Gee ( 1992 ) suggests that one's use of language , or what he calls “ discourse , " is essentially an “ identity kit . " He de- fines discourse as " a ...
Side 13
... hegemonic order might not be disrupted . Today , it is commonly believed that literacy for all is desirable ; in fact , it is deemed essential if our nation is to remain economically competitive in the world market ( Shannon 1998 ) ...
... hegemonic order might not be disrupted . Today , it is commonly believed that literacy for all is desirable ; in fact , it is deemed essential if our nation is to remain economically competitive in the world market ( Shannon 1998 ) ...
Side 18
... hegemonic order become more apparent than through the popular endorsement of what E. D. Hirsch ( 1987 ) has called " cultural literacy , " which equates literacy with the acquisition of a particular body of knowledge . Hirsch argues ...
... hegemonic order become more apparent than through the popular endorsement of what E. D. Hirsch ( 1987 ) has called " cultural literacy , " which equates literacy with the acquisition of a particular body of knowledge . Hirsch argues ...
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