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Author: Donaldo Macedo
Publisher: Routledge
ISBN: 0429978804
Category : Political Science
Languages : en
Pages : 226
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Book Description
Literacies of Power illustrates the many ways American schools, media, and other social institutions perpetuate ignorance. In this new, expanded edition, Donaldo Macedo shows why so-called common culture literacy is a form of dominant cultural reproduction that undermines independent thought and goes against the best interests of our students. Offering a wide-ranging counterargument, Macedo shows why cultural literacy cannot be restricted to the acquisition of Western heritage values, which sustain an ideology that systematically negates the cultural experiences of many members of society—not only minorities but also anyone who is poor or disenfranchised. Macedo calls on his own experience as a Cape Verdean immigrant from West Africa who had to surmount the barriers imposed by the world’s most entrenched monolingual system of higher education. His eloquence in this book is testimony to the very idea that critical thinking and good education are not and must not be culturally or linguistically bounded. A new concluding chapter by the author critically challenges the crucial role of schools in “the manufacture of consent” for the war in Iraq and the Patriot Act, and the “charitable racism” that is too often evident in the field of ESL. In essays new to this edition, well-known and respected educators Joe Kincheloe, Peter McLaren, and Shirley Steinberg share their insights on Macedo’s message, complementing Paulo Freire’s foreword to the original edition.
Author: Donaldo Macedo
Publisher: Routledge
ISBN: 0429978804
Category : Political Science
Languages : en
Pages : 226
Get Book Here
Book Description
Literacies of Power illustrates the many ways American schools, media, and other social institutions perpetuate ignorance. In this new, expanded edition, Donaldo Macedo shows why so-called common culture literacy is a form of dominant cultural reproduction that undermines independent thought and goes against the best interests of our students. Offering a wide-ranging counterargument, Macedo shows why cultural literacy cannot be restricted to the acquisition of Western heritage values, which sustain an ideology that systematically negates the cultural experiences of many members of society—not only minorities but also anyone who is poor or disenfranchised. Macedo calls on his own experience as a Cape Verdean immigrant from West Africa who had to surmount the barriers imposed by the world’s most entrenched monolingual system of higher education. His eloquence in this book is testimony to the very idea that critical thinking and good education are not and must not be culturally or linguistically bounded. A new concluding chapter by the author critically challenges the crucial role of schools in “the manufacture of consent” for the war in Iraq and the Patriot Act, and the “charitable racism” that is too often evident in the field of ESL. In essays new to this edition, well-known and respected educators Joe Kincheloe, Peter McLaren, and Shirley Steinberg share their insights on Macedo’s message, complementing Paulo Freire’s foreword to the original edition.
Author: Donaldo Macedo
Publisher: Westview Press
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
In Boston, twelve-year-old student David Spritzler faced disciplinary action from his school for his vocal questioning of the Pledge of Allegiance, which celebrates liberty and justice for all. The boy's concerns were not taken by the teacher as an opportunity to engage the class in a discussion of the country's problems, such as homelessness, which could be seen just outside on Boston's streets. Across the river at prestigious MIT, a linguist student told her colleague that she could not take time to read literature outside of theoretical linguistics if she wanted to be a top scholar in her field. Even essays that linked linguistics to its historical and social context fell outside her diligent pursuit of theory.What do these two seemingly disparate events have in common? According to Donaldo Macedo, they are part of an educational legacy that stifles critical thinking in favor of indoctrination and specialization. Our educational system has lost sight of its responsibility to prepare students in the kind of broad, critical thinking necessary for responsible citizenship.
Author: James Collins
Publisher: Cambridge University Press
ISBN: 9780521596619
Category : Language Arts & Disciplines
Languages : en
Pages : 244
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Book Description
Table of contents
Author: Teresa L. McCarty
Publisher: Routledge
ISBN: 1135621829
Category : Education
Languages : en
Pages : 505
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Book Description
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.
Author: Hilary Janks
Publisher: Routledge
ISBN: 1135197830
Category : Education
Languages : en
Pages : 287
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Book Description
Hilary Janks addresses key questions about literacy and power in this landmark text that is both engaging and accessible. Her central argument is that competing orientations to critical literacy education − domination (power), access, diversity, design − foreground one over the other, but are crucially interdependent and need to work together to create possibilities for redesign and social action that serve a social justice agenda. She examines the theory underpinning each orientation, and develops new theory in the argument for interdependence and integration. Sitting at the interface between theory and practice, constantly moving from one to the other, the text is rich with examples of how to use these orientations in real teaching contexts, and how to use them to counterbalance one another. In the groundbreaking final chapter Janks considers how the rationalist underpinning of critical literacy tends to exclude the non-rational shows ways of working ‘beyond reason’ − pleasure and play, desire and the unconscious − and makes the case that these need to be taken seriously given their power to cut across the work of critical literacy educators working from any orientation.
Author: Mark Warschauer
Publisher: Routledge
ISBN: 1135673489
Category : Education
Languages : en
Pages : 393
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Book Description
Electronic Literacies is an insightful study of the challenges and contradictions that arise as culturally and linguistically diverse learners engage in new language and literacy practices in online environments. The role of the Internet in changing literacy and education has been a topic of much speculation, but very little concrete research. This book is one of the first attempts to document the role of the Internet and other new digital technologies in the development of language and literacy. Warschauer looks at how the nature of reading and writing is changing, and how those changes are being addressed in the classroom. His focus is on the experiences of culturally and linguistically diverse learners who are at special risk of being marginalized from the information society. Based on a two-year ethnographic study of the uses of the Internet in four language and writing classrooms in the state of Hawai'i--a Hawaiian language class of Native Hawaiian students seeking to revitalize their language and culture; an ESL class of students from Pacific Island and Latin American countries; an ESL class of students from Asian countries; and an English composition class of working-class students from diverse ethnic backgrounds--the book includes data from interviews with students and teachers, classroom observations, and analysis of student texts. This rich ethnographic data is combined with theories from a broad range of disciplines to develop conclusions about the relationship of technology to language, literacy, education, and culture. Central to Warschauer's discussion and conclusions is how contradictions of language, culture, and class affect the impact of Internet-based education. While Hawai'i is a special place, the issues confronted here are similar in many ways to those that exist throughout the United States and many other countries: How to provide culturally and linguistically diverse students traditionally on the educational and technological margins with the literacies they need to fully participate in public, community, and economic life in the 21st century.
Author: Kerryn Dixon
Publisher: Routledge
ISBN: 1136969756
Category : Education
Languages : en
Pages : 195
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Book Description
This book examines how children’s bodies are trained in time and space to produce schooled, literate individuals. Moving from theory to practice, examples of real classroom events show how teachers’ practices direct discipline onto children’s bodies.
Author: Hella Eckardt
Publisher: Cambridge University Press
ISBN: 1108418058
Category : History
Languages : en
Pages : 293
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Book Description
This book focuses on the material practice of ancient literacy through a contextual examination of Roman writing equipment.
Author: James Collins
Publisher: Cambridge University Press
ISBN: 1139437267
Category : Language Arts & Disciplines
Languages : en
Pages : 240
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Book Description
Literacy and Literacies is an engaging account of literacy and its relation to power. The book develops a synthesis of literacy studies, moving beyond received categories, and exploring the domain of power through questions of colonialism, modern state formation, educational systems and official versus popular literacies. Collins and Blot offer in-depth critical discussion of particular cases and discuss the role of literacies in the formation of class, gender, and ethnic identity. Through their analysis of two domains - those of literacies and power, and of literacies and subjectivity - they challenge received assumptions about literacy, intellectual development and social progress and argue that neither 'universalist' nor 'particularist' accounts offer satisfactory approaches to the phenomenon. This is a sustained exploration of the domain of power in relation to literacy. It will be welcomed by students and researchers in anthropology, linguistics, literacy studies and history.
Author: Bronwyn T Williams
Publisher: University Press of Colorado
ISBN:
Category : Education
Languages : en
Pages : 228
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Book Description
How do definitions of literacy in the academy, and the pedagogies that reinforce such definitions, influence and shape our identities as teachers, scholars, and students? The contributors gathered here reflect on those moments when the dominant cultural and institutional definitions of our identities conflict with our other identities, shaped by class, race, gender, sexual orientation, location, or other cultural factors. These writers explore the struggle, identify the sources of conflict, and discuss how they respond personally to such tensions in their scholarship, teaching, and administration. They also illustrate how writing helps them and their students compose alternative identities that may allow the connection of professional identities with internal desires and senses of self. They emphasize how identity comes into play in education and literacy and how institutional and cultural power is reinforced in the pedagogies and values of the writing classroom and writing profession.
