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Author: Barbara Comber
Publisher: Routledge
ISBN: 1135650101
Category : Education
Languages : en
Pages : 312
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Book 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.
Author: Barbara Comber
Publisher: Routledge
ISBN: 1135650101
Category : Education
Languages : en
Pages : 312
Get Book
Book 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.
Author: Vivian Maria Vasquez
Publisher: Routledge
ISBN: 1136175571
Category : Education
Languages : en
Pages : 138
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Book Description
How can teacher educators engage pre-service and in-service teachers in learning about and framing their teaching from a critical literacy perspective? What does this mean? Why is it important? To address these questions, this book offers a theoretical framework and detailed examples, pedagogical resources, and insights into ways to build critical literacies with teachers in and out of school. Its unique contribution is to bridge critical literacy theory and teacher education. Participants in teacher education programs and professional development settings are often reminded of the need to build curriculum using children’s inquiry questions, passions and interests but generally this message is delivered only through telling (lectures) or showing (examples from other people’s classrooms). This book advances critical literary by explaining and illustrating how teacher educators can do much more—by creating opportunities for pre-service and in-service teachers to "live critical literacies" through experiencing firsthand what it is like to be a learner where the curriculum is built around teachers’ own inquiry questions, passions, and interests.
Author: Vivian Maria Vasquez
Publisher: Routledge
ISBN: 1317907434
Category : Language Arts & Disciplines
Languages : en
Pages : 194
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Book Description
In this innovative and engaging text, Vivian Maria Vasquez draws on her own classroom experience to demonstrate how issues raised from everyday conversations with pre-kindergarten children can be used to create an integrated critical literacy curriculum over the course of one school year. The strategies presented are solidly grounded in relevant theory and research. The author describes how she and her students negotiated a critical literacy curriculum; shows how they dealt with particular social and cultural issues and themes; and shares the insights she gained as she attempted to understand what it means to frame ones teaching from a critical literacy perspective. New in the 10th Anniversary Edition New section: "Getting Beyond Prescriptive Curricula, the Mandated Curriculum, and Core Standards" New feature: "Critical Reflections and Pedagogical Suggestions" at the end of the demonstration chaptesr New Appendices: "Resources for Negotiating Critical Literacies" and "Alternate Possibilities for Conducting an Audit Trail" Companion Website: narratives of ways in which the audit trail has been used as a tool for teaching and learning; resources on critical literacy including links to other websites and blogs; podcast focused on critical literacy and young children
Author: Vivian Maria Vasquez
Publisher: Routledge
ISBN: 1135640300
Category : Education
Languages : en
Pages : 167
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Book Description
Vivian Vasquez draws on her own classroom experience to demonstrate how issues raised from everyday conversations with pre-kindergarten children can be used to create an integrated critical literacy curriculum over the course of one school year. The stra
Author: Vivian Maria Vasquez
Publisher: Routledge
ISBN: 0415641616
Category : Education
Languages : en
Pages : 138
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Book Description
This book bridges critical literacy theory and teacher education by offering a theoretical framework and detailed examples and pedagogical resources teacher educators can use to build critical literacies with teachers in and out of school.
Author: Vivian Maria Vasquez
Publisher: Routledge
ISBN: 1000521303
Category : Education
Languages : en
Pages : 137
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Book Description
Now in its second edition, this popular text explores classrooms where technology and critical literacies are woven into childhood curricula and teaching. Using real-world stories, it addresses what ICTs afford critical literacy with young children, and how new technologies can be positioned to engage in meaningful and authentic learning. Concise but comprehensive, the text provides strategies, theoretical frameworks, demonstrations of practice, and resources for teachers. Updated with discussions of media literacy and new pedagogical tools, the second edition features new classroom examples and experiences that highlight the ways in which critical literacy, technology and media literacy come together in everyday life in the early childhood classroom. The inviting examples model how to use the interests and inquiry questions of young learners as a springboard for creating a critical curriculum. Each chapter includes Reflection Points, pedagogical invitations, and Resource Boxes to imagine new possibilities of working with students in engaging and supportive ways. The inspiring stories, guidance, and tools this book make it a great resource for pre-service teachers and students in Early Childhood Education and Literacy Education, and primary teachers and educators.
Author: Vivian Maria Vasquez
Publisher: Routledge
ISBN: 1317282515
Category : Language Arts & Disciplines
Languages : en
Pages : 199
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Book Description
Through stories from kindergarten to sixth grade classrooms where students and teachers have attempted to put a critical edge on their teaching, this book shows critical literacy in action across the curriculum. Readers see students and teachers together using critical literacy discourse to frame conversations in ways that engage students in examining the meaning of the texts they read and acting on local and global social issues that emerge. Drawing on multiple perspectives such as cross-curricular explorations, multimedia, and child-centered inquiry pedagogies, the text features a theoretical toolkit; demonstrations from across the content areas including art, music, and media literacy; integration of technology; and attention to how critical literacy can inform decisions about standards and assessment. Annotated booklists, examples of students’ work, Reflection Questions, Try This (practical classroom strategies), and Resource Boxes can be used to encourage and support engaging in critical literacy work in different areas of the curriculum.
Author: Vivian Maria Vasquez
Publisher: International Reading Assn
ISBN: 9780872075054
Category : Education
Languages : en
Pages : 148
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Book Description
"Getting Beyond "I Like the Book": Creating Space for Critical Literacy in k-6 Classrooms" (second edition) draws you into life in classrooms where students and teachers together use critical literacy as a framework for taking on local and global issues like racism and gender using books and everyday texts such as school posters and advertisements. This expanded second edition includes the following features: (1) Two additional content areas chapters--science and social studies--to emphasize that critical literacy is not just a part of the literacy curriculum; (2) a new chapter on new technologies such as websites, videos, and podcasts and their impact on critical literacy; and (3) a fresh focus interspersed throughout the book on multimedia literacy and using multimedia text sets. In addition, reflection questions at the end of each chapter can help you connect the ideas in this book with your experiences.
Author: Sonia Nieto
Publisher: Routledge
ISBN: 1135277087
Category : Education
Languages : en
Pages : 297
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Book Description
Distinguished multiculturalist Sonia Nieto speaks directly to current and future teachers in this thoughtful integration of a selection of her key writings with creative pedagogical features. Offering information, insights, and motivation to teach students of diverse cultural, racial, and linguistic backgrounds, this text is intended for upper-undergraduate and graduate-level students and professional development courses. Examples are included throughout to illustrate real-life dilemmas about diversity that teachers face in their own classrooms; ideas about how language, culture, and teaching are linked; and ways to engage with these ideas through reflection and collaborative inquiry. Each chapter includes critical questions; classroom activities; and community activities suggesting projects beyond the classroom context. Over half of the chapters are new to this edition, bringing it up-to-date in terms of recent educational policy issues and demographic changes in our society.
Author: Barbara Comber
Publisher: Routledge
ISBN: 113565011X
Category : Education
Languages : en
Pages : 346
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Book 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.
