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 5
... particular social and cultural realities . While literacy is commonly thought of in neutral terms , as the ability to read and write , in pragmatic terms literacy is no longer construed so simplistically . To view literacy as a mere ...
... particular social and cultural realities . While literacy is commonly thought of in neutral terms , as the ability to read and write , in pragmatic terms literacy is no longer construed so simplistically . To view literacy as a mere ...
Side 9
... particular social contexts . In developing lan- guage , children learn these functions as they acquire the forms and structures of language . Hence , learning language is a dynamic , interrelated process . Hal- liday ( 1985 ) suggests ...
... particular social contexts . In developing lan- guage , children learn these functions as they acquire the forms and structures of language . Hence , learning language is a dynamic , interrelated process . Hal- liday ( 1985 ) suggests ...
Side 10
... particular roles and relationships ( tenor ) ; they are using oral communication ( mode ) for the purpose of evaluating the progress of a student ( field ) . These three variables collectively determine the register , that is , the ...
... particular roles and relationships ( tenor ) ; they are using oral communication ( mode ) for the purpose of evaluating the progress of a student ( field ) . These three variables collectively determine the register , that is , the ...
Side 11
... particular cultural systems . Throughout this book , the school is examined as a type of speech community in that established norms have evolved within the institution that govern linguistic behavior . To be a member of the speech ...
... particular cultural systems . Throughout this book , the school is examined as a type of speech community in that established norms have evolved within the institution that govern linguistic behavior . To be a member of the speech ...
Side 12
... particular social contexts . Thus , some individuals are viewed as being more literate and some as less literate within schools , workplaces , ser- vice institutions , and elsewhere , depending upon the norms governing the discourse ...
... particular social contexts . Thus , some individuals are viewed as being more literate and some as less literate within schools , workplaces , ser- vice institutions , and elsewhere , depending upon the norms governing the discourse ...
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