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Author: Nathan Snaza
Publisher: Duke University Press
ISBN: 1478005629
Category : Literary Criticism
Languages : en
Pages : 205
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Book Description
In Animate Literacies Nathan Snaza proposes a new theory of literature and literacy in which he outlines how literacy is both constitutive of the social and used as a means to define the human. Weaving new materialism with feminist, queer, and decolonial thought, Snaza theorizes literacy as a contact zone in which humans, nonhuman animals, and nonvital objects such as chairs and paper all become active participants. In readings of classic literature by Kate Chopin, Frederick Douglass, James Joyce, Toni Morrison, Mary Shelley, and others, Snaza emphasizes the key roles that affect and sensory experiences play in literacy. Snaza upends common conceptions of literacy and its relation to print media, showing instead how such understandings reinforce dehumanizations linked to dominant imperialist, heterosexist, and capitalist definitions of the human. The path toward disrupting such exclusionary, humanist frameworks, Snaza contends, lies in formulating alternative practices of literacy and literary study that escape disciplined knowledge production.
Author: Nathan Snaza
Publisher: Duke University Press
ISBN: 1478005629
Category : Literary Criticism
Languages : en
Pages : 205
Get Book Here
Book Description
In Animate Literacies Nathan Snaza proposes a new theory of literature and literacy in which he outlines how literacy is both constitutive of the social and used as a means to define the human. Weaving new materialism with feminist, queer, and decolonial thought, Snaza theorizes literacy as a contact zone in which humans, nonhuman animals, and nonvital objects such as chairs and paper all become active participants. In readings of classic literature by Kate Chopin, Frederick Douglass, James Joyce, Toni Morrison, Mary Shelley, and others, Snaza emphasizes the key roles that affect and sensory experiences play in literacy. Snaza upends common conceptions of literacy and its relation to print media, showing instead how such understandings reinforce dehumanizations linked to dominant imperialist, heterosexist, and capitalist definitions of the human. The path toward disrupting such exclusionary, humanist frameworks, Snaza contends, lies in formulating alternative practices of literacy and literary study that escape disciplined knowledge production.
Author: Cheryl A. McLean
Publisher: Routledge
ISBN: 1000222748
Category : Education
Languages : en
Pages : 216
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Book Description
This book explores “making” in the school curriculum in a period in which the ability to create and respond to digital artifacts is key and focuses on makerspaces in educational settings. Combining the arts with design to give a fuller picture of the engagement and wonder that unfolds with maker literacies, the book moves across such settings and themes as: Creativity and writing in classrooms Making and developing civic engagement Emotional experiences of making Race and gender in makerspace Game-based play and coding in schools and draws its case studies from the Netherlands, Finland, Canada, Australia, the United Kingdom, and the United States. Giving as broad a perspective on makerspaces, making, and design as possible, the book will help scholars expand their understandings and help educators appreciate the power and worth of making to inspire students. It is useful for anyone hoping to apply design, maker, and makerspace approaches to their teaching and learning.
Author: Jacqueline Rhodes
Publisher: Routledge
ISBN: 1000567788
Category : Language Arts & Disciplines
Languages : en
Pages : 678
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Book Description
The Routledge Handbook of Queer Rhetoric maps the ongoing becoming of queer rhetoric in the late twentieth and early twenty-first centuries, offering a dynamic overview of the history of and scholarly research in this field. The handbook features rhetorical scholarship that explicitly uses and extends insights from work in queer and trans theories to understand and critique intersections of rhetoric, gender, class, and sexuality. More important, chapters also attend to the intersections of constructs of queerness with race, class, ability, and neurodiversity. In so doing, the book acknowledges the many debts contemporary queer theory has to work by scholars of color, feminists, and activists, inside and outside the academy. The first book of its kind, the handbook traces and documents the emergence of this subfield within rhetorical studies while also pointing the way toward new lines of inquiry, new trajectories in scholarship, and new modalities and methods of analysis, critique, intervention, and speculation. This handbook is an invaluable resource for scholars, graduate students, and advanced undergraduate students studying rhetoric, communication, cultural studies, and queer studies.
Author: UNESCO MGIEP
Publisher: UNESCO MGIEP
ISBN: 9391756042
Category : Education
Languages : en
Pages : 1838
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Book Description
The International Science and Evidence Based Education (ISEE) Assessment is an initiative of the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), and is its contribution to the Futures of Education process launched by UNESCO Paris in September 2019. In order to contribute to re-envisioning the future of education with a science and evidence based report, UNESCO MGIEP embarked on the first-ever large-scale assessment of knowledge of education.
Author: Nathan Snaza
Publisher: Duke University Press
ISBN: 1478059109
Category : Social Science
Languages : en
Pages : 111
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Book Description
In Tendings, Nathan Snaza brings contemporary feminist and queer popular culture’s resurging interest in esoteric practices like tarot and witchcraft into conversation with Black feminist and new materialist thought. Analyzing writing and performances by Maryse Condé, Barbara Ehrenreich and Deirdre English, Starhawk, Christina Sharpe, Alexis Pauline Gumbs, and others, Snaza introduces his theory of tending as a concept that links ontology, attunement, care, and anticipatory action to explore how worlds persist through everyday acts of participation. In contrast to the universalizing presuppositions of the enlightenment, Snaza shows how certain feminist occult and esoteric practices constitute what he calls an endarkenment that embraces decolonial spiritual knowledge. Highlighting how endarkenment practices challenge universal presumptions and reject the racializing and colonialist mission of enlightenment modernity, Snaza demonstrates the ways esoterism affirms a pluriversal worldview that reimagines what it means to live in a more-than-human world.
Author: Jayne Metcalfe
Publisher: Learning Matters
ISBN: 0857258109
Category : Education
Languages : en
Pages : 247
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Book Description
Thinking Through New Literacies for Primary and Early Years is an accessible text that encourages readers to consider deeply what is meant by ′literacy′ today. It explores the many different ways in which teachers and children develop their own literacy. Specifically written for education students in the later years of their course, the text draws on research and practice to explore the challenges and opportunities involved, while helping to develop the reader′s own critical thinking skills. The book begins by asking ′what′s new about new literacies?′ and goes on to explore some technological innovations designed to support the emergent reader and writer. It considers verbal literacy, speaking and listening, and visual literacy. Readers are encourages to think through the issues surrounding inclusion and the legal and ethical issues raised by this post-typographic age. Throughout, practical guidance runs alongside structured critical thinking exercises to help the reader reflect on both theory and practice. About the Thinking Through Education Series Thinking Through Education is a series of texts designed and written specifically for those education students entering the second or final phase of their degree course. Structured around sets of specific ′skills′, each chapter uses critical thinking and reflective exercises to develop greater subject knowledge and critical awareness. Each book contains links to the Teachers′ Standards providing students with a clear transition from study to practice. Jayne Metcalfe is a senior lecturer in the Faculty of Education at the University of Cumbria. Jayne is involved in e-safety training of student teachers. Debbie Simpson is a senior lecturer in the Faculty of Education at the University of Cumbria. She is currently the acting Programme Leader for the Primary PGCE course. Ian Todd is a senior lecturer in the Faculty of Education at the University of Cumbria, with a specialism in English and an interest in the teaching of ICT. Mike Toyn is a senior lecturer in the Faculty of Education at the University of Cumbria where he also coordinates the teaching of primary ICT.
Author: Maya Pindyck
Publisher: Bloomsbury Publishing
ISBN: 1350285404
Category : Education
Languages : en
Pages : 233
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Book Description
A Poetry Pedagogy for Teachers generates imaginative encounters with poetry and invites educators to practice a range of poetry exercises in order to inform instructional approaches to reading and writing. Guided by pedagogical principles prompted by their readings of Wallace Stevens' “Thirteen Ways of Looking at a Blackbird,” Maya Pindyck and Ruth Vinz provide critical discussion of prominent literacy practices in secondary classrooms and offer alternative approaches to encountering a text. They do this by way of experimental readings of Wallace Stevens' poem toward a set of thirteen pedagogical principles that anchor a pedagogy of poetic practices. The book also offers invitational exercises, the authors' own engagements with poetry practices, as well as student examples, visual modes of theorizing, and a gathering of relevant resources compiled by two classroom teachers. This is a book for secondary English teachers, teaching artists, English educators, college writing professors, readers and writers of poetry – both existing and aspirational – and any educator interested in poetry's capacities to pedagogically inform their subject matter and/or literacy practices.
Author: Haeny Yoon
Publisher: Taylor & Francis
ISBN: 1000891232
Category : Education
Languages : en
Pages : 268
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Book Description
Situated against a backdrop of multiple global pandemics—COVID-19, racial injustice and violence, inequitable resource distribution, political insurrections and unrest—this timely and critical volume argues for a divestment in white privilege and an investment in anti-racist pedagogies and practice across early childhood contexts of research, policy, and teaching and learning. Featuring established scholar-practitioners alongside emerging voices, chapters explore key issues around equitable and inclusive practices for young children, covering topics such as multilingualism and multicultural practices of immigrant communities, language varieties, and dialects across the Black diaspora, queer pedagogies, and play at the intersection of race, gender, disability, and language. Thoughtfully and compellingly written, each chapter offers an overview of the issue, the theoretical framework and critical context surrounding it and implications for practice.
Author: Derek Ryan
Publisher: Cambridge University Press
ISBN: 1009300008
Category : Literary Criticism
Languages : en
Pages : 309
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Book Description
The Cambridge Companion to Literature and Animals surveys the role of animals across literary history and opens conversations on what literature can teach us about more-than-human life. Leading international scholars comprehensively explore how engaging with creatures of various kinds alters our understanding of what it means to write and read, and why this is important for thinking about a series of cultural, ethical, political, and scientific developments and controversies. The first part of the book offers historically rooted arguments about medieval metamorphosis, early modern fleshiness, eighteenth-century imperialism, Romantic sympathy, Victorian racial politics, modernist otherness and contemporary forms. The second part poses questions that cut across periods, concerning habitat and extinction, captivity and spectatorship, race and (post-)coloniality, sexuality and gender, religion and law, health and wealth. In doing so, this companion places animals at the centre of literary studies and literature at the heart of urgent debates in the growing field of animal studies.
Author: David Barton
Publisher: Routledge
ISBN: 1134624220
Category : Language Arts & Disciplines
Languages : en
Pages : 244
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Book Description
Situated Literacies is a rich and varied collection of key writings from leading international scholars in the field of literacy. Each contribution, written in a clear, accessible style, makes the link between literacies in specific contexts and broader social practices. Detailed ethnographic studies of a wide variety of specific situations, all involving real texts and lived practices, are balanced with general claims about the nature of literacy. Contributors address a coherent set of issues: * the visual and material aspects of literacy * concepts of time and space in relation to literacy * the functions of literacies in shaping and sustaining identities in communities of practice * the relationship between texts and the practices associated with their use the role of discourse analysis on literacy studies These studies, along with a foreword by Denny Taylor, make a timely and important contribution to literacy theory and suggest directions for the further development of the field. Situated Literacies is essential reading for anyone involved in literary education.
