[PDF] The Social Construction Of Literacy eBook

Author : Jenny Cook-Gumperz
Publisher : Cambridge University Press
Page : 3 pages
File Size : 27,95 MB
Release : 2006-08-17
Category : Language Arts & Disciplines
ISBN : 1139455613

GET BOOK

Literacy - the ability to produce and interpret written text - has long been viewed as the basis of all school achievement; a measure of success that defines both an 'educated' person, and an educable one. In this volume, a team of leading experts raise questions central to the acquisition of literacy. Why do children with similar classroom experiences show different levels of educational achievement? And why do these differences in literacy, and ultimately employability, persist? By looking critically at the western view of a 'literate' person, the authors present a perspective on literary acquisition, viewing it as a socially constructed skill, whereby children must acquire discourse strategies that are socially 'approved'. This extensively-revised second edition contains an updated introduction and bibliography. This volume will continue to have far-reaching implications for educational theory and practice.

Author : John Yandell
Publisher : Routledge
Page : 294 pages
File Size : 19,41 MB
Release : 2013-09-27
Category : Education
ISBN : 113500658X

GET BOOK

This book takes a fresh look at secondary urban English classrooms and at what happens when students and their teachers explore literature collaboratively. By closely examining what happens in English lessons, minute by minute, it reveals how literary texts function not as a valorised heritage to be transmitted, but as a resource for the students

Author : Allan Luke
Publisher : Macmillan Education AU
Page : 60 pages
File Size : 32,49 MB
Release : 1994
Category : Education
ISBN : 9780732917555

GET BOOK

Primary teacher reference book which considers literacy in the primary school. Defines literacy and the influence of educators' decisions and outlines various community and cultural resources which shape what children bring to the classroom. Also looks at how children perceive the possibilities and potentials of literacy and discusses the possibilities for teaching children a critical social literacy. Includes a bibliography.

Author : George C. Bond
Publisher : Routledge
Page : 254 pages
File Size : 28,44 MB
Release : 2020-04-23
Category : History
ISBN : 1134680058

GET BOOK

First published in 1994. Anthropological and archaeological enquiry are shaped by the historical times in which they are formulated. This collection of essays examines how mainstream scholarship constructs the past - in the case of anthropologists, usually the past of other peoples. By creating another people's cultural history, scholars appropriate it and turn it into a form of domination by one group over another. Mainstream scholarship has often failed to recognize the intellectual and scholarly contribution of subjugated peoples . This volume looks at the way 'postcolonial' scholars are redefining the nature of scholarship, and themselves, in order to develop a more egalitarian discourse. Social Constructions of the Past examines labour, race and gender and its relationship to power and class. It includes essays on a broad range of topics, from the role of intellectuals in restructuring a non-apartheid South Africa, to Haitian working-class women using sexuality to resist domination.

Author : Laurie Makin
Publisher : MacLennan & Petty
Page : 364 pages
File Size : 25,75 MB
Release : 2002
Category : Language arts (Early childhood)
ISBN :

GET BOOK

Enriched with real-life examples of children's dialogue, artwork, and writing, this eye-opening text gives readers a fresh perspective on literacy development--knowledge they'll use to improve and revitalize literacy programs in early childhood classrooms.

Author : John Yandell
Publisher : Routledge
Page : 214 pages
File Size : 39,32 MB
Release : 2013-09-27
Category : Education
ISBN : 1135006598

GET BOOK

This book takes a fresh look at secondary urban English classrooms and at what happens when students and their teachers explore literature collaboratively. By closely examining what happens in English lessons, minute by minute, it reveals how literary texts function not as a valorised heritage to be transmitted, but as a resource for the students’ work of cultural production and contestation. The reading that is undertaken in classrooms has tended to be construed as either a poor substitute or merely a preparation for other reading, particularly for that paradigmatic literacy event, the absorbed and simultaneously discriminating consumption of the literary text by the independent, private reader. This book argues for a different understanding of what constitutes reading, an understanding that is informed by historical and ethnographic perspectives and by psychological and semiotic theory. It presents the case for a conception of reading as an active, collaborative process of meaning-making and for a fully social model of learning. Drawing extensively on data gathered through classroom observation and filming of English lessons taught over the course of a year by two teachers in a London secondary school, the book explores students’ engagement with literary texts and the pedagogy that facilitates this engagement. The book offers new insights into reading, and reading literature in particular. It challenges the paradigm of reading that is offered in government policy and the assumption, common to much work within the field of ‘new literacies’, that ‘schooled literacy’ is the already-known, the default, against which the alternative literacy practices of homes and communities can be defined. It will be valuable reading for researchers, teachers, teacher educators and postgraduate students, and will have particular appeal for those with an interest in the fields of English studies and literacy.

Author : Ian Hacking
Publisher : Harvard University Press
Page : 272 pages
File Size : 21,87 MB
Release : 1999
Category : Philosophy
ISBN : 0674004124

GET BOOK

Lost in the raging debate over the validity of social construction is the question of what, precisely, is being constructed. Facts, gender, quarks, reality? Is it a person? An object? An idea? A theory? Each entails a different notion of social construction, Ian Hacking reminds us. His book explores an array of examples to reveal the deep issues underlying contentious accounts of reality. Especially troublesome in this dispute is the status of the natural sciences, and this is where Hacking finds some of his most telling cases, from the conflict between biological and social approaches to mental illness to vying accounts of current research in sedimentary geology. He looks at the issue of child abuse—very much a reality, though the idea of child abuse is a social product. He also cautiously examines the ways in which advanced research on new weapons influences not the content but the form of science. In conclusion, Hacking comments on the “culture wars” in anthropology, in particular a spat between leading ethnographers over Hawaii and Captain Cook. Written with generosity and gentle wit by one of our most distinguished philosophers of science, this wise book brings a much needed measure of clarity to current arguments about the nature of knowledge.