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Author: Meredith Rogers Cherland
Publisher: Taylor & Francis
ISBN: 1000949850
Category : Education
Languages : en
Pages : 322
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Book Description
This book reviews what the authors term advocacy research in literacy education-research that explicitly addresses issues of social justice, equity, and democracy with the distinct purpose of social transformation. It surveys what educational researchers who are working for social justice have accomplished, describes current challenges, and outlines future possibilities. The first section maps the terrain of advocacy research in literacy education. The authors group this large and expanding body of research into four categories: Critical Literacy(ies); Radical Counternarratives in Literacy Research; Literacy as Social Practice; and Linguistic Studies. Each chapter describes the research area, traces its history, provides example studies, and assesses the contributions of research to advocacy work now and potentially in the future. The second section provides a deeper consideration of challenges to the field of advocacy research and suggests future directions for research and scholarship; this section reflects the need to complicate and trouble the terms and relations between and among social justice, ethics, democracy, freedom, and literacy. As a whole, this book is a response to the current popular understandings of literacy education that limit the efficacy of advocacy work in these troubled times-understandings that support the proliferation of standardized testing, teacher testing, and scripted lessons and programs, along with the privileging of particular forms of research. Intended for those who work or soon will work in literacy education-students, teacher educators, researchers, and practitioners-this book represents the authors' belief that it is time for advocacy workers to strengthen and intensify their efforts to promote the most principled, effective literacy education for democratic life. It is their hope that this book will contribute to such an effort.
Author: Meredith Rogers Cherland
Publisher: Taylor & Francis
ISBN: 1000949850
Category : Education
Languages : en
Pages : 322
Get Book
Book Description
This book reviews what the authors term advocacy research in literacy education-research that explicitly addresses issues of social justice, equity, and democracy with the distinct purpose of social transformation. It surveys what educational researchers who are working for social justice have accomplished, describes current challenges, and outlines future possibilities. The first section maps the terrain of advocacy research in literacy education. The authors group this large and expanding body of research into four categories: Critical Literacy(ies); Radical Counternarratives in Literacy Research; Literacy as Social Practice; and Linguistic Studies. Each chapter describes the research area, traces its history, provides example studies, and assesses the contributions of research to advocacy work now and potentially in the future. The second section provides a deeper consideration of challenges to the field of advocacy research and suggests future directions for research and scholarship; this section reflects the need to complicate and trouble the terms and relations between and among social justice, ethics, democracy, freedom, and literacy. As a whole, this book is a response to the current popular understandings of literacy education that limit the efficacy of advocacy work in these troubled times-understandings that support the proliferation of standardized testing, teacher testing, and scripted lessons and programs, along with the privileging of particular forms of research. Intended for those who work or soon will work in literacy education-students, teacher educators, researchers, and practitioners-this book represents the authors' belief that it is time for advocacy workers to strengthen and intensify their efforts to promote the most principled, effective literacy education for democratic life. It is their hope that this book will contribute to such an effort.
Author: Meredith Rogers Cherland
Publisher:
ISBN: 9781003417941
Category : EDUCATION
Languages : en
Pages : 0
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Book Description
This book reviews what the authors term advocacy research in literacy education-research that explicitly addresses issues of social justice, equity, and democracy with the distinct purpose of social transformation. It surveys what educational researchers who are working for social justice have accomplished, describes current challenges, and outlines future possibilities. The first section maps the terrain of advocacy research in literacy education. The authors group this large and expanding body of research into four categories: Critical Literacy(ies); Radical Counternarratives in Literacy Research; Literacy as Social Practice; and Linguistic Studies. Each chapter describes the research area, traces its history, provides example studies, and assesses the contributions of research to advocacy work now and potentially in the future. The second section provides a deeper consideration of challenges to the field of advocacy research and suggests future directions for research and scholarship; this section reflects the need to complicate and trouble the terms and relations between and among social justice, ethics, democracy, freedom, and literacy. As a whole, this book is a response to the current popular understandings of literacy education that limit the efficacy of advocacy work in these troubled times-understandings that support the proliferation of standardized testing, teacher testing, and scripted lessons and programs, along with the privileging of particular forms of research. Intended for those who work or soon will work in literacy education-students, teacher educators, researchers, and practitioners-this book represents the authors' belief that it is time for advocacy workers to strengthen and intensify their efforts to promote the most principled, effective literacy education for democratic life. It is their hope that this book will contribute to such an effort.
Author: Elizabeth Ethridge
Publisher:
ISBN: 9781536174601
Category : Education and state
Languages : en
Pages : 378
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Book Description
The recent wave of teacher protests across the U.S. has shined a spotlight on advocacy in education. In an age when schools are underfunded to the point of unmanageable class sizes, outdated texts, dilapidated school buildings and shortened school weeks, educators must use their voices and advocate in order to preserve public education. This book addresses multiple strategies and approaches advocacy can take through the lens of teachers, administrators, teacher educators and community leaders. It can serve as a roadmap geared toward educators of all backgrounds and experience levels, from preservice teachers to seasoned administrators, as well as teacher educators who want to dispel the myth that public schools are failing. Too often, educators are expected to be advocates without any guidelines provided. Even though they are powerful in numbers, they are often isolated in their classrooms in attempt to meet the increasing needs of their students and the daunting demands of the educational system. This volume highlights opportunities for educators to serve as advocates by getting involved, which can take many shapes and forms. Individual chapters built around specific themes show how educators can use advocacy to forge connections, problem solve, resolve conflict, develop as professionals, enter into dialogue, utilize branches of government and become sustained education advocates. The four themes in this book are teacher advocacy, teacher and teacher education, leadership and administration and community collaborations.
Author: Cathy Fleischer
Publisher: W. W. Norton & Company
ISBN: 0393714381
Category : Education
Languages : en
Pages : 268
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Book Description
What counts as professionalism for teachers today? Once, teachers who knew their content area and knew how to teach it were respected as professionals. Now there is an additional type of competency required: in addition to content and pedagogical knowledge, educators need advocacy skills. In this groundbreaking collection, literacy educators describe how they are redefining what it means to be a teaching professional. Teachers share how they are trying to change the conversation surrounding literacy and literacy instruction by explaining to colleagues, administrators, parents, and community members why they teach in particular research-based ways, so often contradicted by mandated curricula and standardized assessments. Teacher educators also share how they are introducing an advocacy approach to preservice and practicing teachers, helping prepare teachers for this new professionalism. Both groups practice what the authors call “everyday advocacy”: the day-to-day actions teachers are taking to change the public narrative surrounding schools, teachers, and learning.
Author: Sarah Hochstetler
Publisher: Routledge
ISBN: 1351108255
Category : Education
Languages : en
Pages : 402
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Book Description
A critical resource for literacy educators and graduate students, this volume investigates key moments in the development of literacy education and provides a much-needed overview of where, when, and how efforts to shape education influence literacy teaching, as well as what literacy educators can do to advocate for themselves, their students, and the profession. Organized around three themes—history, effects, and advocacy—this volume offers a nuanced exploration of the complex issues surrounding literacy education, and suggests coherent approaches to evaluating and understanding the various policies and reform efforts, and their impacts on literacy teaching and learning. Chapter authors draw on a variety of research– and practice-based perspectives to explore the impact of reform on literacy and literacy education, and examine the evolution of literacy education, providing much-needed historical context for shifts in policies and models in the field.
Author: Stephanie Harvey
Publisher: Scholastic Professional
ISBN: 9781338051964
Category : Education
Languages : en
Pages : 0
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Book Description
Literacy specialists Stephanie Harvey and Annie Ward demonstrate how to "table the labels" and use detailed formative assessments to craft targeted, personalized instruction that enable striving readers to do what they need above all - to find books they love and engage in voluminous reading.
Author: Denny Taylor
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 268
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Book Description
What happens to children who live on the edge? Children in families that are trying to make it somehow, someway, anyway they can-children with disabilities, who speak other languages, who are told they are different and who know they don't fit? What happens to adolescents who are kicked out of regular high school, who end up under the control of the social welfare system, who belong to gangs, whose friends are killed by gunfire? How can they articulate their own positions and needs? What kinds of literacy do they require so that society will recognize them? Who is their advocate? Because literacy can be used to enable or disable, those children marginalized by society must be literate to survive, and teachers are often their only advocates. But teachers often stand alone when they advocate. For most teachers there are no guidelines available on teaching and advocacy, and we rarely talk about the role that literacy plays in providing opportunities for teachers to work as advocates. Exploring how literacy learning is enabled and disabled offers that opportunity. The teacher-researchers in this book use written texts to uncover the hidden assumptions that shape our perceptions about people's positions in society. They focus on how language is done, what we do with it, how we define ourselves in print, how students are defined-often reinvented-in obscure documents that control their lives. Teaching and Advocacy encourages teachers to stand beside their students, to expose the hidden assumptions in official documents, to develop alternative explanations, and above all, to advocate. Following each chapter, Denny Taylor's interview with the author reveals a rare commitment to children and to advocacy and demonstrates the involvement implicit in qualitative research.
Author: Diane Staehr Fenner
Publisher: Corwin Press
ISBN: 1452257698
Category : Education
Languages : en
Pages : 264
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Book Description
"English learners (ELs) are the fastest-growing segment of the K-12 population. But Els and their families, who are in the process of learning English and navigating an often-unfamiliar education system, may not have a voice powerful enough to articulate their needs. Consequently, all teachers and administrators must advocate for this all-important diverse group of students who will become tomorrow's workforce."--Back cover.
Author: Rebecca Rogers
Publisher: Routledge
ISBN: 113584092X
Category : Education
Languages : en
Pages : 432
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Book Description
Demonstrating the power and potential of educators working together to use literacy practices that make changes in people's lives, this collaboratively written book blends the voices of participants in a teacher-led professional development group to provide a truly lifespan perspective on designing critical literacy practices. It joins these educators’ stories with the history and practices of the group - K-12 classroom teachers, adult educators, university professors, and community activists who have worked together since 2001 to better understand the relationship between literacy and social justice. Exploring issues such as gender equity, linguistic diversity, civil rights and freedom and war, the book showcases teachers’ reflective practice in action and offers insight into the possibilities and struggles of teaching literacy through a framework of social justice. Designing Socially Just Learning Communities models an innovative form of professional development for educators and researchers who are seeking ways to transform educational practices. The teachers' practices and actions – in their classrooms and as members of the teacher research group – will speak loudly to policy-makers, researchers, and activists who wish to work alongside them.
Author: Debra Smith
Publisher: Routledge
ISBN: 1135600546
Category : Education
Languages : en
Pages : 298
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Book Description
The goal of this book is to encourage educators and researchers to understand the complexities of adolescent gang members' lives in order to rethink their assumptions about these students in school. The particular objective is to situate four gang members as literate, caring students from loving families whose identities and literacy keep them on the margins of school. The research described in this book suggests that advocacy is a particularly effective form of critical ethnography. Smith and Whitmore argue that until schools, as communities of practice, enable children and adolescents to retain identities from the communities in which they are full community members, frightening numbers of students are destined to fail. The stories of four Mexican American male adolescents, who were active members of a gang and Smith's students in an alternative high school program, portray the complicated, multiple worlds in which these boys live. As sons and teenage parents they live in a family community; as CRIP members they live in a gang community; as "at risk" students, drop-outs, and graduates they live in a school community, and as a result of their illegal activities they live in the juvenile court community. The authors theorize about the boys' literacy in each of their communities. Literacy is viewed as ideological, related to power, and embedded in a sociocultural context. Vivid examples of conversation, art, tagging, rap, poetry, and other language and literacy events bring the narratives to life in figures and photographs in all the chapters. Readers will find this book engaging and readable, yet thought provoking and challenging. Audiences for Literacy and Advocacy in Adolescent Family, Gang, School, and Juvenile Court Communities include education researchers, professionals, and students in the areas of middle/high school education, at-risk adolescent psychology, and alternative community programs--specifically those interested in literacy education, sociocultural theory, and popular culture.
