Language, Literacy, and Power in Schooling

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Multicultural Education, Aims & Objectives
Cover of the book Language, Literacy, and Power in Schooling by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781135621827
Publisher: Taylor and Francis Publication: April 21, 2006
Imprint: Routledge Language: English
Author:
ISBN: 9781135621827
Publisher: Taylor and Francis
Publication: April 21, 2006
Imprint: Routledge
Language: English

Language, Literacy, and Power in Schooling brings critical ethnographic perspectives to bear on language, literacy, and power in culturally and linguistically diverse contexts, showing how literacy and schooling are negotiated by children and adults and how schooling becomes a key site of struggle over whose knowledge, discourses, and literacy practices "count." Part I examines tensions between the local and the general in literacy development and use; Part II considers face-to-face interactions surrounding literacy practices in ethnically diverse classrooms; and Part III widens the ethnographic lens to position literacy practices in the context of globalization and contemporary education policies. Each section includes a substantive introduction by the editor and a synthetic commentary by a leading literacy researcher.

Above all, this is a book oriented toward social action. Unpacking the complexity of literacy practices and experiences in diverse settings, the authors seek not only to build new knowledge, but to inform and transform the pedagogies and policies that limit human potentials. The chapters in this volume have much to teach us about the roots of inequality and the possibilities for positive change. Together, they highlight the urgent need for critical literacy researchers to engage politically, confronting education policies that deny the rich multiplicity of human literacies, thereby carving ever-deeper cleavages between those with and without access to literacies of power.

The dual focus on language and literacy with critical-ethnographic accounts of identity and schooling speaks to a growing constituency of scholars and practitioners concerned with the role of literacy and discourse in alternatively affirming or negating knowledge, power, and identity, both within and outside of schools.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Language, Literacy, and Power in Schooling brings critical ethnographic perspectives to bear on language, literacy, and power in culturally and linguistically diverse contexts, showing how literacy and schooling are negotiated by children and adults and how schooling becomes a key site of struggle over whose knowledge, discourses, and literacy practices "count." Part I examines tensions between the local and the general in literacy development and use; Part II considers face-to-face interactions surrounding literacy practices in ethnically diverse classrooms; and Part III widens the ethnographic lens to position literacy practices in the context of globalization and contemporary education policies. Each section includes a substantive introduction by the editor and a synthetic commentary by a leading literacy researcher.

Above all, this is a book oriented toward social action. Unpacking the complexity of literacy practices and experiences in diverse settings, the authors seek not only to build new knowledge, but to inform and transform the pedagogies and policies that limit human potentials. The chapters in this volume have much to teach us about the roots of inequality and the possibilities for positive change. Together, they highlight the urgent need for critical literacy researchers to engage politically, confronting education policies that deny the rich multiplicity of human literacies, thereby carving ever-deeper cleavages between those with and without access to literacies of power.

The dual focus on language and literacy with critical-ethnographic accounts of identity and schooling speaks to a growing constituency of scholars and practitioners concerned with the role of literacy and discourse in alternatively affirming or negating knowledge, power, and identity, both within and outside of schools.

More books from Taylor and Francis

Cover of the book The Evolutionary Leap to Flourishing Individuals and Organizations by
Cover of the book The Life and Death of Trade Unionism in the USSR, 1917-1928 by
Cover of the book The Future of Rural Development by
Cover of the book Managing People and Organizations in Changing Contexts by
Cover of the book Sustainability and Short-term Policies by
Cover of the book Between Jews and Heretics by
Cover of the book Revisiting the Colonial Past in Morocco by
Cover of the book The English Verb by
Cover of the book Globalisation and the Quest for Social and Environmental Justice by
Cover of the book Mindfulness in Positive Psychology by
Cover of the book US Foreign Policy in the Middle East by
Cover of the book Total Quality in Marketing by
Cover of the book A Critical Auto/Ethnography of Learning Spanish by
Cover of the book Dialectic and Difference by
Cover of the book Murder in the Tower by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy