Author: Edna Lima
Publisher: Paco Editorial
ISBN: 8546206341
Category : Education
Languages : pt-BR
Pages : 15
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Book Description
O livro Conversas com Alfabetizadoras surge em um momento em que a autora, enquanto formadora, é questionada por muitos educadores sobre o que pode e o que não pode acontecer em uma prática alfabetizadora, além dos números que denunciam o descaso com a alfabetização no país. O livro foi dividido em três capítulos: Escrita, Leitura e Ações Metodológicas. No primeiro capítulo, traz uma re exão sobre a escrita em um processo inicial além da ortogra a. No capítulo seguinte, segue com os retratos e convida o leitor a discutir sobre como ocorre o processo de aprendizado da leitura desde as sílabas aos gêneros textuais. No capítulo nal, encerra com uma conversa sobre a relação que existe entre: habilidade, intervenção e atividade. Não é uma obra pronta e acabada. A autora convida o leitor para seguir dialogando nos ambientes de aprendizagem. Em um tom intimista e longe de academicismos, ela busca aproximar-se do professor alfabetizador e dos pro ssionais da educação que acreditam na tecitura e na partilha das ideias para construir a formação dos educadores e a autonomia dos alunos leitores e escritores.
Author: Michael Silverstein
Publisher: University of Chicago Press
ISBN: 0226757706
Category : Literary Criticism
Languages : en
Pages : 363
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Book Description
Is culture simply a more or less set text we can learn to read? Since the early 1970s, the notion of culture-as-text has animated anthropologists and other analysts of culture. Michael Silverstein and Greg Urban present this stunning collection of cutting-edge ethnographies arguing that the divide between fleeting discursive practice and formed text is a constructed one, and that the constructional process reveals "culture" to those who can interpret it. Eleven original essays of "natural history" range in focus from nuptial poetry of insult among Wolof griots to case-based teaching methods in first-year law-school classrooms. Stage by stage, they give an idea of the cultural processes of "entextualization" and "contextualization" of discourse that they so richly illustrate. The contributors' varied backgrounds include anthropology, psychiatry, education, literary criticism, and law, making this collection invaluable not only to anthropologists and linguists, but to all analysts of culture.
Author: Ilana Snyder
Publisher: Routledge
ISBN: 1136858369
Category : Language Arts & Disciplines
Languages : en
Pages : 289
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Book Description
Hypertext, e-mail, word processing: electronic technologies have revolutionized textual practices. How does language on screen work differently from language on the page? What new literacy skills are needed and how do we teach them? Page to Screen collects some of the best contemporary thinkers in the field of technology and literacy. They analyze the potential of the new forms of text, the increased emphasis on visual communication, new forms of rhetoric, learning in the age of global communication networks and new approaches to storytelling. Page to Screen is compelling reading for anyone interested in Literacy Education, Language Studies, English, Library Studies, Multimedia and Communication Studies. International contributors include Gunther Kress, Cynthia Selfe, Gail E. Hawisher and Colin Lankshear.
Author: Paul C. Gorski
Publisher: Taylor & Francis
ISBN: 1000979946
Category : Education
Languages : en
Pages : 164
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Book Description
Frustrated by the challenge of opening teacher education students to a genuine understanding of the social justice concepts vital for creating an equitable learning environment?Do your students ever resist accepting that lesbian, gay, bisexual, transgender, or queer people experience bias or oppression, or that their experiences even belong in a conversation about “diversity,” “multiculturalism,” or “social justice?”Recognizing these are common experiences for teacher educators, the contributors to this book present their struggles and achievements in developing approaches that have successfully guided students to complex understandings of such threshold concepts as White privilege, homophobia, and heteronormativity, overcoming the “bottlenecks” that impede progress toward bigger learning goals and understandings. The authors initiate a conversation – one largely absent in the social justice education literature and the discourse – about the common content- and pedagogy-related challenges that social justice educators face in their work, particularly for those doing this work in relative or literal isolation, where collegial understanding cannot be found down the hall or around the corner. In doing so they hope not only to help individual teachers in their practice, but also strengthen social justice teacher education more systemically. Each contributor identifies a learning bottleneck related to one or two specific threshold concepts that they have struggled to help their students learn. Each chapter is a narrative about individual efforts toward sometimes profound pedagogical adjustment, about ambiguity and cognitive dissonance and resistance, about trial and error, and about how these educators found ways to facilitate foundational social justice learning among a diversity of education students. Although this is not intended to be a “how-to” manual, or to provide five easy steps to enable straight students to “get” heteronormativity, each chapter does describe practical strategies that teachers might adapt as part of their own practice.
Author: Susan Roberta Katz
Publisher: Springer
ISBN: 1137471131
Category : Education
Languages : en
Pages : 263
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Book Description
This book offers research-based models of exemplary practice for educators at all grade levels, from primary school to university, who want to integrate human rights education into their classrooms. It includes ten examples of projects that have been effectively implemented in classrooms: two from elementary school, two from middle school, three from high school, two from community college, and one from a university. Each model discusses the scope of the project, its rationale, students' response to the content and pedagogy, challenges or controversies that arose, and their resolution. Unique in integrating theory and practice and in addressing human rights issues with special relevance for communities of color in the US, this book provides indispensable guidance for those studying and teaching human rights.
Author: Moacir Gadotti
Publisher: SUNY Press
ISBN: 9780791429358
Category : Education
Languages : en
Pages : 256
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Book Description
Presents a critical, Neo-Marxist philosophy of education.
Author: Sharon Goodman
Publisher: Stylus Publishing, LLC.
ISBN: 9781858562889
Category : Education
Languages : en
Pages : 342
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Book Description
This work provides a collection of readings that illustrate both the variation in research on language and literacy and the common underlying themes. It covers four themes: talk and the process of teaching and learning; literacy and education; discourse and identity; and multimodal communication.
Author: Marcus Callies
Publisher: Routledge
ISBN: 1000514803
Category : Language Arts & Disciplines
Languages : en
Pages : 225
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Book Description
The worldwide spread, diversification, and globalization of the English language in the course of the twentieth and early twenty-first centuries has significant implications for English Language Teaching and teacher education. We are currently witnessing a paradigm shift towards Teaching English as an International Language (TEIL) that aims to promote multilingualism and awareness of the diversity of Englishes, increase exposure to this diversity, embrace multiculturalism, and foster cross-cultural awareness. Numerous initiatives that embrace TEIL can be observed around the world, but ELT and teacher education in Germany (and other European countries) appear to be largely unaffected by this development, with standard British and American English and the monolingual native speaker (including the corresponding cultural norms) still being very much at the center of attention. The present volume addresses this gap and is the first of its kind to showcase recent initiatives that aim at introducing TEIL into ELT and teacher education in Germany, but which have applicability and impact for other countries with comparable education systems and ‘traditional’ ELT practices in the Expanding Circle. The chapters in this book provide a balanced mix of conceptual, empirical, and practical studies and offer the perspectives of the many stakeholders involved in various settings of English language education whose voices have not often been heard, i.e., students, university lecturers, trainee teachers, teacher educators, and in-service teachers. It therefore adds significantly to the limited amount of previous work on TEIL in Germany and bridges the gap between theory and practice that will not only be relevant for researchers, educators, and practitioners in English language education in Germany but other educational settings that are still unaffected by the shift towards TEIL.
Author: Hal Brands
Publisher: Harvard University Press
ISBN: 0674055284
Category : History
Languages : en
Pages : 408
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Book Description
For Latin America, the Cold War was anything but cold. Nor was it the so-called “long peace” afforded the world’s superpowers by their nuclear standoff. In this book, the first to take an international perspective on the postwar decades in the region, Hal Brands sets out to explain what exactly happened in Latin America during the Cold War, and why it was so traumatic. Tracing the tumultuous course of regional affairs from the late 1940s through the early 1990s, Latin America’s Cold War delves into the myriad crises and turning points of the period—the Cuban revolution and its aftermath; the recurring cycles of insurgency and counter-insurgency; the emergence of currents like the National Security Doctrine, liberation theology, and dependency theory; the rise and demise of a hemispheric diplomatic challenge to U.S. hegemony in the 1970s; the conflagration that engulfed Central America from the Nicaraguan revolution onward; and the democratic and economic reforms of the 1980s. Most important, the book chronicles these events in a way that is both multinational and multilayered, weaving the experiences of a diverse cast of characters into an understanding of how global, regional, and local influences interacted to shape Cold War crises in Latin America. Ultimately, Brands exposes Latin America’s Cold War as not a single conflict, but rather a series of overlapping political, social, geostrategic, and ideological struggles whose repercussions can be felt to this day.
Author: Gilbert M. Joseph
Publisher: Duke University Press
ISBN: 0822392852
Category : History
Languages : en
Pages : 456
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Book Description
Latin America experienced an epochal cycle of revolutionary upheavals and insurgencies during the twentieth century, from the Mexican Revolution of 1910 through the mobilizations and terror in Central America, the Southern Cone, and the Andes during the 1970s and 1980s. In his introduction to A Century of Revolution, Greg Grandin argues that the dynamics of political violence and terror in Latin America are so recognizable in their enforcement of domination, their generation and maintenance of social exclusion, and their propulsion of historical change, that historians have tended to take them for granted, leaving unexamined important questions regarding their form and meaning. The essays in this groundbreaking collection take up these questions, providing a sociologically and historically nuanced view of the ideological hardening and accelerated polarization that marked Latin America’s twentieth century. Attentive to the interplay among overlapping local, regional, national, and international fields of power, the contributors focus on the dialectical relations between revolutionary and counterrevolutionary processes and their unfolding in the context of U.S. hemispheric and global hegemony. Through their fine-grained analyses of events in Chile, Colombia, Cuba, El Salvador, Guatemala, Mexico, Nicaragua, and Peru, they suggest a framework for interpreting the experiential nature of political violence while also analyzing its historical causes and consequences. In so doing, they set a new agenda for the study of revolutionary change and political violence in twentieth-century Latin America. Contributors Michelle Chase Jeffrey L. Gould Greg Grandin Lillian Guerra Forrest Hylton Gilbert M. Joseph Friedrich Katz Thomas Miller Klubock Neil Larsen Arno J. Mayer Carlota McAllister Jocelyn Olcott Gerardo Rénique Corey Robin Peter Winn
