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Language Planning as a Sociolinguistic Experiment

By: Ernst Jahr

Provides richly detailed insight into the uniqueness of the Norwegian language development. Marks the 200th anniversary of the birth of the Norwegian nation following centuries of Danish rule


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Acquiring Phonology: A Cross-Generational Case-Study

By Neil Smith

The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.


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Language Production and Interpretation: Linguistics meets Cognition

By Henk Zeevat

The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin


Book Information

   

Title: Negotiating Critical Literacies in Classrooms
URL: https://www.erlbaum.com/shop/tek9.asp?pg=search&mode=regular
Description:

Negotiating Critical Literacies in Classrooms brings together accounts of
educators who have sought to make a difference in the lives of their
students through literacy education--from university classrooms in the
United States, England, and South Africa, to policy and curriculum
development in Singapore and Australia. Each chapter represents the results
of extended research on classroom practice. The authors in this collection
write as teachers. The literacy classrooms they explore range from the
early years of schooling, to primary and secondary education, through to
community and university sites. Although the volume is organized around
different levels of education, clearly overlapping themes emerge across the
chapters, including identity formation and textual practices, politicizing
curriculum and textbook production, and changing the power relations in
classroom talk around text.

An overarching theme of this collection is the belief that there is no one
generic, universal critical literacy--in theory or in practice. Rather, the
authors reveal how a range of theories can serve as productive starting
points for educators working on social justice agendas through the literacy
curriculum, and, equally important, how particular critical literacy
theories or pedagogies must be worked out in specific locations. In each of
these accounts, educators explain how they have taken a body of theory and
worked with and on it in classrooms. Their rich portrayals and narratives
of classroom realities illustrate the unanticipated effects of pedagogies
that emerge in specific contexts. Experiences from the classrooms have led
them to revise theories that are central to critical literacy, including
constructs such as "empowerment," "resistance," and "multiple readings."
This collection documents what occurs when educators confront the difficult
ethical and political issues that evolve in particular classroom situations.

Negotiating Critical Literacies in Classrooms is appropriate as a text for
courses in language and literacy education, and will be of broad interest
to educational researchers, practitioners, and theorists. The practical
classroom focus makes this book accessible and of interest to a wide range
of teachers and an excellent resource for professional development. The
international scope will appeal to a global educational readership.

Publication Year: 2001
Publisher: Lawrence Erlbaum Associates
Review: Read the review
BibTex: View BibTex record
Linguistic Field(s): Psycholinguistics
Literacy / Reading
Issue: All announcements sent out by The LINGUIST List are emailed to our subscribers and archived with the Library of Congress.
Click here to see the original emailed issue.

Versions:
Format: Hardback
ISBN: 0805837930
ISBN-13: N/A
Pages: 312
Prices: U.S.$ 79.95

 
 
Format: Paperback
ISBN: 0805837949
ISBN-13: N/A
Pages: 312
Prices: U.S.$ 35.00