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 36
... understand ideological forces , their educa- tional effects , and their influence on all researchers . Cartesian - Newtonian re- searchers find it particularly difficult to understand the effects of ideology - not that they are really ...
... understand ideological forces , their educa- tional effects , and their influence on all researchers . Cartesian - Newtonian re- searchers find it particularly difficult to understand the effects of ideology - not that they are really ...
Side 70
... understand that our knowledge of the world is only partial — indeed , that knowing itself must always be viewed as partial and in- complete ( Ellsworth 1989 ) . Genuine dialogue can also help students and teachers work through the ...
... understand that our knowledge of the world is only partial — indeed , that knowing itself must always be viewed as partial and in- complete ( Ellsworth 1989 ) . Genuine dialogue can also help students and teachers work through the ...
Side 126
... understand oral history , poets who memorized long epics or poems , because of the work on the maga- zine . One of them asked me the other day why he needed to learn about some- thing that happened such a long time ago and all I had to ...
... understand oral history , poets who memorized long epics or poems , because of the work on the maga- zine . One of them asked me the other day why he needed to learn about some- thing that happened such a long time ago and all I had to ...
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 |
Vanlige uttrykk og setninger
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 |