Literacy as a Moral Imperative: Facing the Challenges of a Pluralistic SocietyRowman & Littlefield Publishers, 1999 - 151 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 schooled literacy 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 nation s 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 9
... hence , moral ) implications ; its use can never be neutral . THE SOCIAL AND CULTURAL CONSTRUCTION OF LITERACY To understand literacy as both a social and a cultural process , it is important to examine theoretical perspectives ...
... hence , moral ) implications ; its use can never be neutral . THE SOCIAL AND CULTURAL CONSTRUCTION OF LITERACY To understand literacy as both a social and a cultural process , it is important to examine theoretical perspectives ...
Side 12
... hence , the authority to define failure . In fact , schools may be the first institutions in which children encounter this hegemonic function of written language . Like other sociolinguistic theorists , Gee ( 1992 ) suggests that one's ...
... hence , the authority to define failure . In fact , schools may be the first institutions in which children encounter this hegemonic function of written language . Like other sociolinguistic theorists , Gee ( 1992 ) suggests that one's ...
Side 26
... hence , the discourses of those who traditionally have been mar- ginalized - those who are seen as being less worthy of society's rewards - can never become the " discourses of power " ( Perry and Delpit 1998 ) . Schools , therefore ...
... hence , the discourses of those who traditionally have been mar- ginalized - those who are seen as being less worthy of society's rewards - can never become the " discourses of power " ( Perry and Delpit 1998 ) . Schools , therefore ...
Innhold
Schooled Literacy as an Ideological Construct | 23 |
The Results of Schooled Literacy | 39 |
Realizing a Democratic Vision | 57 |
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Literacy as a Moral Imperative: Facing the Challenges of a Pluralistic Society Rebecca Powell Begrenset visning - 1999 |
Literacy as a Moral Imperative: Facing the Challenges of a Pluralistic Society Rebecca Powell Begrenset visning - 1999 |
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acquire African American African American literature argue assumptions become behaviors bell hooks challenge chapter classroom concept consciously political Cornel West critical literacy critical pedagogy curriculum defined democracy democratic dents dialogue discussion dominant discourse Edelsky educational empowerment encourages engage equity 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 meta-knowledge moral multicultural Native Americans neutral objectivism oppression Parker Palmer participation participatory democracy particular pedagogy perspectives pluralistic practices primary discourse problem-posing promote reading and writing reality realize Reggie Jordan relationships requires response role schooled literacy secondary discourses share Shor skills society standards stories suggests talk teachers teaching tend textbook thereby thought tion transformative understand values vision voices whole language words written language written texts
Referanser til denne boken
Multiple Literacies for the 21st Century Brian A. Huot,Beth Stroble,Charles Bazerman Utdragsvisning - 2004 |