Literacies, Learning, and the Body

Putting Theory and Research into Pedagogical Practice

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Language Arts, Literacy
Cover of the book Literacies, Learning, and the Body by , Taylor and Francis
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Author: ISBN: 9781317443537
Publisher: Taylor and Francis Publication: October 16, 2015
Imprint: Routledge Language: English
Author:
ISBN: 9781317443537
Publisher: Taylor and Francis
Publication: October 16, 2015
Imprint: Routledge
Language: English

The essays, research studies, and pedagogical examples in this book provide a window into the embodied dimensions of literacy and a toolbox for interpreting, building on, and inquiring into the range of ways people communicate and express themselves as literate beings. The contributors investigate and reflect on the complexities of embodied literacies, honoring literacy learners and teachers as they holistically engage with texts in complex sociopolitical, historical, and cultural contexts. Considering these issues within a multiplicity of education spaces and literacy events inside and outside of institutional contexts, the book offers a fresh lens and rhetoric with which to address literacy education policies, giving readers a discursive repertoire necessary to develop and defend responsive curricula within an increasingly high-stakes, standardized schooling climate.

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

The essays, research studies, and pedagogical examples in this book provide a window into the embodied dimensions of literacy and a toolbox for interpreting, building on, and inquiring into the range of ways people communicate and express themselves as literate beings. The contributors investigate and reflect on the complexities of embodied literacies, honoring literacy learners and teachers as they holistically engage with texts in complex sociopolitical, historical, and cultural contexts. Considering these issues within a multiplicity of education spaces and literacy events inside and outside of institutional contexts, the book offers a fresh lens and rhetoric with which to address literacy education policies, giving readers a discursive repertoire necessary to develop and defend responsive curricula within an increasingly high-stakes, standardized schooling climate.

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