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Author: Meg Rayborn Dawson
Publisher: Independently Published
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
EXPOSED: - Educational malpractice on a scale that can only stagger the imagination and shock the American people; - How the child is made completely dependent-right through to junior high school-on controlled-vocabulary books. Who benefits from this; - How three-quarters of the juvenile offenders in New York City are retarded in reading; - How the Army teaches young men how to read - after the public schools call them hopeless; - How the sight-vocabulary establishment got its stranglehold on the teaching profession. How it keeps control; - The lengths to which whole-word advocates go to avoid mentioning the letters of the alphabet; - Why left-handed children are particularly harmed by the whole word method; - Why children taught by the whole-word method don't realize they should read from left to right; - The "Johnny" Rudolf Flesch wrote about: now he's an adult. And he still can't read; - Walter Cronkite warns of the dangers of a TV audience that is illiterate; - Why the educational establishment fights anyone who pushes reform; - Why some children develop a hatred for school and disrespect their teachers
Author: Meg Rayborn Dawson
Publisher: Independently Published
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
EXPOSED: - Educational malpractice on a scale that can only stagger the imagination and shock the American people; - How the child is made completely dependent-right through to junior high school-on controlled-vocabulary books. Who benefits from this; - How three-quarters of the juvenile offenders in New York City are retarded in reading; - How the Army teaches young men how to read - after the public schools call them hopeless; - How the sight-vocabulary establishment got its stranglehold on the teaching profession. How it keeps control; - The lengths to which whole-word advocates go to avoid mentioning the letters of the alphabet; - Why left-handed children are particularly harmed by the whole word method; - Why children taught by the whole-word method don't realize they should read from left to right; - The "Johnny" Rudolf Flesch wrote about: now he's an adult. And he still can't read; - Walter Cronkite warns of the dangers of a TV audience that is illiterate; - Why the educational establishment fights anyone who pushes reform; - Why some children develop a hatred for school and disrespect their teachers
Author: Chris Hedges
Publisher: Knopf Canada
ISBN: 0307398587
Category : Social Science
Languages : en
Pages : 242
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Book Description
Pulitzer prize–winner Chris Hedges charts the dramatic and disturbing rise of a post-literate society that craves fantasy, ecstasy and illusion. Chris Hedges argues that we now live in two societies: One, the minority, functions in a print-based, literate world, that can cope with complexity and can separate illusion from truth. The other, a growing majority, is retreating from a reality-based world into one of false certainty and magic. In this “other society,” serious film and theatre, as well as newspapers and books, are being pushed to the margins. In the tradition of Christopher Lasch’s The Culture of Narcissism and Neil Postman’s Amusing Ourselves to Death, Hedges navigates this culture — attending WWF contests as well as Ivy League graduation ceremonies — exposing an age of terrifying decline and heightened self-delusion.
Author: Jeffery R. Webber
Publisher: Rowman & Littlefield
ISBN: 074255757X
Category : History
Languages : en
Pages : 403
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Book Description
"This anthology--bringing together political scientists, anthropologists, historians, sociologists, economists, and journalists--provides a serious and sophisticated theoretical and historical analysis of the state of the Latin American Left. The central thematic issues are addressed, followed by a number of case studies written by the most astute radical Left observers of the contemporary setting"--
Author: R.F. Arnove
Publisher: Springer Science & Business Media
ISBN: 1489905057
Category : Education
Languages : en
Pages : 326
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Book Description
We came to the task of editing this book from different disciplines and back grounds but with a mutuality of interest in exploring the concept of literacy campaigns in historical and comparative perspective. One of us is a professor of comparative education who has participated in and written about literacy campaigns in Third World countries, notably Nicaragua; the other is a com parative social historian who has written on literacy campaigns in Western his tory. Both of us believed that literacy could only be understood in particular As Harvey Graff has noted, "to consider any of the ways in historical contexts. which literacy intersects 'with social, political, economic, cultural, or psychological life ... requires excursions into other records.") Thus, we have set out in this edited collection to explore some five hundred years of literacy campaigns in vastly different societies: Reformation Germany, early modern Sweden and Scotland, the nineteenth-century United States, nineteenth- and early twentieth-century Russia and the Soviet Union, pre Revolutionary and Revolutionary China, and a variety of Third World countries in the post-World War II period (Tanzania, Cuba, Nicaragua, and India). In addition, we have included studies of the UNESCO-sponsored Experimental World Literacy Program and recent adult literacy efforts in three industrialized Western countries (the United Kingdom, France, and the United States).
Author: Yuhua Ma
Publisher: Springer Nature
ISBN: 9811989834
Category : Social Science
Languages : en
Pages : 280
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Book Description
This book explores Shimenkan—a Miao-inhabited area in Weining County, China—and its rural society from a comprehensive and long-term perspective, drawing on research conducted by the author in the course of ten years. Located in the northwest of Weining County in Guizhou Province, Shimenkan is a multiethnic area, where, e.g., the Hans, Miaos, Yis, Huis, and Buyis live. Until the early twentieth century, it was a small mountain village; the introduction of Christianity led to significant cultural and social changes in this area. Focusing on China in the twentieth century, the book addresses the traditional culture of the Miao people, the popularity of Christianity in early modern times, the management and control by the government, the socialist reform in the period of the People’s Republic of China, and the changes following the reform and opening-up in recent years. Covering a century’s worth of history, it discusses the major historical events in Northeastern Yunnan and Northwestern Guizhou around Shimenkan and analyzes local social structures, religions, ideologies, customs, and ethnic psychologies, making it a valuable addition to the study of regional social history. The book draws on archives, literature reviews, and field surveys and pursues a multi-disciplinary approach combining history, anthropology, and other disciplines. It offers a valuable resource for researchers in history, religion, and ethnology, as well as readers interested in the spread of Christianity in the Miao-inhabited areas of southwestern China.
Author: Daniel A. Wagner
Publisher: Cambridge University Press
ISBN: 9780521398138
Category : Education
Languages : en
Pages : 400
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Book Description
Literacy is thought to be one of the primary cultural transmitters of information and beliefs within any society where it exists. Yet, when considered as a social phenomenon, literacy is remarkably difficult to define, because its functions, meanings, and methods of learning vary from one cultural group to the next. This book compares and contrasts our understanding of literacy and its acquisition and retention. It addresses major debates in education policy today, such as the importance of 'mother-tongue' literacy programs, the notion of literacy 'relapse', and the concept of educational poverty. The author focuses on Moroccan children whose parents are unschooled, whose language is often different from that used in the classroom, and whose first instruction often involves rote religious teaching.
Author: Darren E. Lund
Publisher: Springer
ISBN: 9462098697
Category : Education
Languages : en
Pages : 322
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Book Description
Returning seven years later to their original pieces from this landmark book, over 20 leading scholars and activists revisit and reframe their rich contributions to a burgeoning scholarship on Whiteness. With new reflective writings for each chapter, and valuable sections on relevant readings and resources, this volume refreshes and enhances the first text to pay critical and sustained attention to Whiteness in education, with implications far beyond national borders. Contributors include George Sefa Dei, Tracey Lindberg, Carl James, Cynthia Levine-Rasky, and the late Patrick Solomon. Courageously examining diverse perspectives, contexts, and institutional practices, contributors to this volume dismantle the underpinnings of inequitable power relations, privilege, and marginalization. The book’s relevance extends to those in a range of settings, with abundant and poignant lessons for enhancing and understanding transformative social justice work in education. Revisiting The Great White North? offers terrific grist for examining the persistence of Whiteness even as it shape-shifts. Chapters are comprehensive, theoretically rich, and anchored in personal experience. Authors’ reflections on the seven years since publication of the first edition of this book complexify how we understand Whiteness, while simultaneously driving home the need not only to grapple with it, but to work against it. Christine Sleeter, Professor Emerita, California State University Monterey Bay Our understanding of racial inequities in education will be impoverished unless we look deeply at White privilege, its variation in different contexts, and resistances to change. Such is the call in this important book by Lund, Carr, and colleagues, whose analyses within Canadian contexts, framed and re-framed for this captivating revised edition, will be useful to educators and scholars around the world. Read this book today. Kevin Kumashiro, Dean, School of Education, University of San Francisco; President, National Association for Multicultural Education Darren Lund and Paul Carr have given the contributors to their original 2007 text the opportunity to revisit, rethink, reconceptualize, and reframe their earlier work. The result is an interesting, invigorating, and unsettling group of chapters that challenge readers to also revisit and rethink their own ideas about Whiteness, privilege, and power .... Teachers, administrators, policymakers, and researchers will all benefit from this critical work. Sonia Nieto, Professor Emerita, Language, Literacy, and Culture College of Education, University of Massachusetts, Amherst Lund and Carr bring together a superb collection of authors who collectively challenge readers to go beyond liberal platitudes about race ... until educators confront the political, social and economic consequences of inequitably distributed privilege, the path towards equality and freedom will remain elusive. By immersing us in the discourse of Whiteness, the essays in this book illuminate that very path. Joel Westheimer, University Research Chair & Professor, Faculty of Education, University of Ottawa
Author: Daniel W. Stuckart
Publisher: R&L Education
ISBN: 1607090309
Category : Education
Languages : en
Pages : 276
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Book Description
Since the passage of the No Child Left Behind Act of 2001, high-stakes testing has become a ubiquitous feature of public school children's daily rituals. Reform advocates argue that testing leads to greater alignment of the curriculum with teaching and learning, teacher and student accountability, and in some cases, a preservation of our cultural heritage. Opponents contend that testing results in prolific cheating, higher drop-out rates, and a narrowing curriculum with emphases on teaching to the test. Moreover, some evidence suggests that a singular focus on passing the test at all costs leads to neglect in other areas including attending to students' spiritual and ethical needs as well as developing abilities to collaborate with others, communicate effectively, and innovatively solve problems. Nearly a century ago, Dewey proposed a philosophy of education addressing the needs of the whole student. He provided insights into the development of intelligence, the importance of socially useful skills, and the healthy growth of the individual. In the context of high-stakes testing and best practices, his insights may be more prescient than ever.
Author: Ford Madox Ford
Publisher:
ISBN:
Category : English literature
Languages : en
Pages : 256
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Book Description
Author: University of Regina. Canadian Plains Research Center
Publisher: University of Regina Press
ISBN: 9780889771703
Category : Electronic government information
Languages : en
Pages : 248
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Book Description
