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
... tend to reflect the interests of those in power . The effects of schooled literacy for both teachers and students is the sub- ject of the next chapter . The marginalization of the cultural knowledge of nonmainstream groups creates ...
... tend to reflect the interests of those in power . The effects of schooled literacy for both teachers and students is the sub- ject of the next chapter . The marginalization of the cultural knowledge of nonmainstream groups creates ...
Side 9
... tend to ignore the social and cultural dimensions of both spoken and written language . Perceptions that confine literacy to a technological input- output model of meaning acquisition distort the nature of communication and ignore the ...
... tend to ignore the social and cultural dimensions of both spoken and written language . Perceptions that confine literacy to a technological input- output model of meaning acquisition distort the nature of communication and ignore the ...
Side 10
... tend to distance their clients , thereby undermining the establishment of positive social rela- tionships . As I argue throughout this book , our tendency to ignore the social dimension of literacy and language use continues to have ...
... tend to distance their clients , thereby undermining the establishment of positive social rela- tionships . As I argue throughout this book , our tendency to ignore the social dimension of literacy and language use continues to have ...
Side 12
... tends to be a collaborative effort ; family members often work together in constructing a shared interpretation of a text . One does not fail familial literacy . School literacy , on the other hand , is typically noncollaborative and is ...
... tends to be a collaborative effort ; family members often work together in constructing a shared interpretation of a text . One does not fail familial literacy . School literacy , on the other hand , is typically noncollaborative and is ...
Side 13
... tend to alienate those who already are hindered by an unequal access to power . LITERACY AS A NATIONAL PRIORITY This brings us full circle to our original discussion of literacy as a national pri- ority . Given that we accept the ...
... tend to alienate those who already are hindered by an unequal access to power . LITERACY AS A NATIONAL PRIORITY This brings us full circle to our original discussion of literacy as a national pri- ority . Given that we accept the ...
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