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Author: Kerryn Dixon
Publisher: Routledge
ISBN: 1136969748
Category : Education
Languages : en
Pages : 335
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Book Description
What effects do space and time have on classroom management, discipline, and regulation? How do teachers’ practices create schooled and literate students? To explore these questions, this book looks at early childhood classrooms, charting the shifts and continuities as four-year-old children begin preschool, move from preschool into primary school, and come to the end of the first phase of schooling at nine years. The literacy classroom is used as a specific site in which to examine how children’s bodies are disciplined to become literate. This is not a book that theorizes space, time, discipline, bodies, and literacy in abstract ways. Rather, working from a Foucaultian premise that discipline is directed onto children’s bodies, it moves from theory to practice. Photographs, lesson transcripts, interviews, and children’s work show how teachers’ practices are enacted on children’s bodies in time and space. In this way, teachers are offered practical examples from which to think about their own classrooms and classroom practice, and to reflect on what works, why it works, and what can be changed.
Author: Kerryn Dixon
Publisher: Routledge
ISBN: 1136969748
Category : Education
Languages : en
Pages : 335
Get Book Here
Book Description
What effects do space and time have on classroom management, discipline, and regulation? How do teachers’ practices create schooled and literate students? To explore these questions, this book looks at early childhood classrooms, charting the shifts and continuities as four-year-old children begin preschool, move from preschool into primary school, and come to the end of the first phase of schooling at nine years. The literacy classroom is used as a specific site in which to examine how children’s bodies are disciplined to become literate. This is not a book that theorizes space, time, discipline, bodies, and literacy in abstract ways. Rather, working from a Foucaultian premise that discipline is directed onto children’s bodies, it moves from theory to practice. Photographs, lesson transcripts, interviews, and children’s work show how teachers’ practices are enacted on children’s bodies in time and space. In this way, teachers are offered practical examples from which to think about their own classrooms and classroom practice, and to reflect on what works, why it works, and what can be changed.
Author: Hilary Janks
Publisher: Routledge
ISBN: 1136310762
Category : Education
Languages : en
Pages : 170
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Book Description
Compelling and highly engaging, this text shows teachers at all levels how to do critical literacy in the classroom and provides models for practice that can be adapted to any context. Integrating social theory and classroom practice, it brings critical literacy to life as a socio-cultural orientation to the teaching of literacy that takes seriously the relationship between language and power and orients readers to the social effects of texts. Students and teachers are drawn into the key questions critical readers need to pose of texts: Whose interests are served, who benefits, who is disadvantaged; who is included and who is excluded? The practical activities help readers grasp complex issues. Extending the theoretical framework in Hilary Janks’ Literacy and Power with a rich range of completely new, up-to-date activities that translate theory into practice, Doing Critical Literacy is powerful, relevant, and useful for both pre- and in-service teacher education and for use in schools.
Author: Jessica Zacher Pandya
Publisher: Routledge
ISBN: 1000430898
Category : Education
Languages : en
Pages : 674
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Book Description
The Handbook of Critical Literacies aims to answer the timely question: what are the social responsibilities of critical literacy academics, researchers, and teachers in today’s world? Critical literacies are classically understood as ways to interrogate texts and contexts to address injustices and they are an essential literacy practice. Organized into thematic and regional sections, this handbook provides substantive definitions of critical literacies across fields and geographies, surveys of critical literacy work in over 23 countries and regions, and overviews of research, practice, and conceptual connections to established and emerging theoretical frameworks. The chapters on global critical literacy practices include research on language acquisition, the teaching of literature and English language arts, Youth Participatory Action Research, environmental justice movements, and more. This pivotal handbook enables new and established researchers to position their studies within highly relevant directions in the field and engage, organize, disrupt, and build as we work for more sustainable social and material relations. A groundbreaking text, this handbook is a definitive resource and an essential companion for students, researchers, and scholars in the field.
Author: Ian R. Haslam
Publisher: Routledge
ISBN: 1136195947
Category : Education
Languages : en
Pages : 274
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Book Description
This book introduces and explores the nature of large scale reform, and offers a fresh insight into the importance of social capital and professional development leadership for teachers and school management. It synthesizes research on the role of the professional development leader and the importance of social capital in schools, and examines its potential to impact large scale, system-wide, reform projects. The text presents a range of international examples and theories from renowned researchers and educationists, which illustrate the challenge of raising the prominence of education social capital in schools. Considering crucial research that informs effective adult learning interventions, underlying themes supporting constructivist and transformative interventions are identified and woven into the narrative. Factors and variables needed to encourage and implement initiatives are examined, and each section is accompanied by case studies from around the world. The book is split into five sections and twelve parts which include: -The Lesson of Large Scale Reform for Leadership Development -Assessment of Wide Scale Educational Reform Initiatives -Developing Social Capital through National Education Reform -System Improvement through Professional Learning Communities Large Scale School Reform and Social Capital Building will be of interest to policy makers and system reform leaders, along with researchers and postgraduate students with a focus on continuous professional development, educational reform and school leadership.
Author: Karin Murris
Publisher: Taylor & Francis
ISBN: 1000811689
Category : Psychology
Languages : en
Pages : 207
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Book Description
In Conversation with Karen Barad: Doings of Agential Realism is an accessible introduction to Karen Barad’s agential realist philosophy. The authors take on a unique approach to involve the readers in in/formal conversations between Karen, postgraduate and other researchers at a research event held in 2017 at Cape Town, South Africa. It features chapters that have been contributed by seminar delegates and organisers, which put forth the continuing impact that Karen Barad has had on their empirical work, research writing and drawing practices. The text further discusses the ethical and political significance of Karen’s work, especially in the context of de/colonizing South African higher education. The chapters offer a series of worked posthumanist pedagogical examples and describe how a research seminar was organised differently and more in line with Baradian radical philosophy. At its heart, this book makes a methodological and pedagogical contribution to the surge in literature on agential realism, whilst simultaneously challenging dominant research binaries and arguing for a more egalitarian way of working together in knowledge-creation by troubling human and more-than-human hierarchies. The book’s uniqueness is further fortified through its description of in/formal conversations, which are diffracted through chapters, a doing of agential realism to reconfigure relationships between lecturer and student, expert and novice, supervisor and supervised, researcher and research participants. These radical conversations are dis/continuing. This book will be invaluable for students and individuals interested in advancing their understanding of agential realism and Karen Barad’s influence at large, as well as students and scholars interested in postqualitative methods in all disciplines.
Author: Natalia Kucirkova
Publisher: Routledge
ISBN: 1351389858
Category : Education
Languages : en
Pages : 517
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Book Description
The Routledge International Handbook of Learning with Technology in Early Childhood focuses specifically on the most cutting-edge, innovative and international approaches in the study of children’s use of and learning with digital technologies. This edited volume is a comprehensive survey of methods in children’s technologies and contains a rich repertoire of studies from diverse fields and research, including both educational and developmental psychology, post-humanist literacy, applied linguistics, language and phenomenology and narrative approaches. For ease of reference, the Handbook's 28 chapters are divided into four thematic sections: introduction and opening reflections; studies answering ontological questions, which theorize how children take on original identities in becoming literate with technologies; studies answering epistemological questions, which focus on how children’s knowledge and learning are (co)constructed with a diverse range of technologies; studies answering practice-related questions, which explore the resources and conditions that create the most powerful learning opportunities for children. Expertly edited, this interdisciplinary and international compendium is an ideal introduction to such a diverse, multi-faceted field.
Author:
Publisher: BRILL
ISBN: 9004685677
Category : Education
Languages : en
Pages : 279
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Book Description
Leaders in English Language Arts Education Research contains autobiographical essays by leading English Language Arts scholars throughout the world. In this volume, English Language Arts is presented as a complex and porous discipline—intersecting with writing, literacy studies, multicultural/multilingual education, digital and multimodal literacies, critical and social justice pedagogies, teacher education, linguistics and second language learning, and, not least of all, subject English, including teaching literature and drama. Contributors are retired or current professors in the following countries: Australia, Canada, England, Ireland, South Africa, and the United States. ELA scholars often begin their careers as K-12 teachers and then become teacher-educators at universities; due to this, they work at the intersection of theory and practice throughout their careers. Therefore, this volume will be of interest to undergraduate and graduate English Language Arts Education students as well as to in-service English practitioners. This volume will also appeal to ELA researchers at all levels since it contains first-hand, personal narratives of well-established ELA researchers as they reflect on their own development as scholars.
Author: Jay Ke-Schutte
Publisher: Univ of California Press
ISBN: 0520389824
Category : Social Science
Languages : en
Pages : 210
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Book Description
A free ebook version of this title is available through Luminos, University of California Press’s Open Access publishing program. Visit www.luminosoa.org to learn more. Angloscene examines Afro-Chinese interactions within Beijing's aspirationally cosmopolitan student class. Jay Ke-Schutte explores the ways in which many contemporary interactions between Chinese and African university students are mediated through complex intersectional relationships with whiteness, the English language, and cosmopolitan aspiration. At the heart of these tensions, a question persistently emerges: How does English become more than a language—and whiteness more than a race? Engaging in this inquiry, Ke-Schutte explores twenty-first century Afro-Chinese encounters as translational events that diagram the discursive contours of a changing transnational political order—one that will certainly be shaped by African and Chinese relations.
Author: Honglin Chen
Publisher: Routledge
ISBN: 1000041050
Category : Education
Languages : en
Pages : 255
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Book Description
Writing development and pedagogy is a high priority area, particularly with standardised testing showing declines in writing across time and through the years of schooling. However, to date there are relatively few texts for teachers and teacher educators which detail how best to enable the children to become confident, autonomous and agentic writers of the future. Developing Writers Across the Primary and Secondary Years provides cumulative insights into how writing develops and how it can be taught across years of compulsory schooling. This edited collection is a timely and original contribution, addressing a significant literacy need for teachers of writing across three key stages of writing development, covering early (4-7 years old), primary (7-12 years old) and secondary years (12-16 years old) in Anglophone countries. Each section addresses two broader themes — becoming a writer with a child-oriented focus and writing pedagogy with a teacher-oriented focus. Together, the book brings to bear rigorous research and deep professional understanding of the writing classroom. It offers a novel approach conceiving of writing development as a dynamic and multidimensional concept. Such an integrated interdisciplinary understanding enables pedagogical thinking and development to address more holistically the complex act of writing.
Author: Christine H. Leland
Publisher: Routledge
ISBN: 1351979620
Category : Education
Languages : en
Pages : 397
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Book Description
Inviting multiple ways of critically engaging with literature, this text offers a fresh perspective on how to integrate children’s literature into and across the curriculum in effective, purposeful ways. Structured around three "mantras" that build on each other—Enjoy; Dig deeply; Take action—the book is rich with real examples of teachers implementing critical pedagogy. The materials and practical strategies focus on issues that impact children’s lives, building from students’ personal experiences and cultural knowledge to using language to question the everyday world, analyze popular culture and media, understand how power relationships are socially constructed, and consider actions that can be taken to promote social justice. Written for teachers and teacher educators, each chapter opens with three elements that are closely linked: classroom vignettes showcasing the use of literature and inviting conversation; three key principles elaborating the main theme of the chapter and connecting theory with practice; and related research on the topics and their importance for curriculum. Other chapter features include key issues in implementation, suggestions for working with linguistically and culturally diverse students, alternative approaches to assessment, and suggestions for further reading. A companion website to enrich and extend the text includes an annotated bibliography of literature selections, suggested text sets, resources by chapter, and ideas for professional development. Changes in the Second Edition: Voices from the Field vignettes include examples from inspiring educators who use trade books to promote critical thinking and diversity Updated chapters include information on new technology and electronic resources New references in the principles sections and new resources for further study New children’s books added throughout the chapters as well as to the companion website
