Teachers and prospective teachers read children's books, but that reading is often done as a "teacher" - that is, as planning for instruction - rather than as a "reader" engaged with the text. Children's Books for Grown-Up Teachers models the kind of thinking about teaching and learning - the sort of curriculum theorizing - accomplished through teachers' interactions with the everyday materials of teaching. It starts with children's books, branches out into other youth culture texts, and subsequently to thinking about everyday life itself.
Teachers and prospective teachers read children's books, but that reading is often done as a "teacher" - that is, as planning for instruction - rather than as a "reader" engaged with the text. Children's Books for Grown-Up Teachers models the kind of thinking about teaching and learning - the sort of curriculum theorizing - accomplished through teachers' interactions with the everyday materials of teaching. It starts with children's books, branches out into other youth culture texts, and subsequently to thinking about everyday life itself.
Table of Contents Preface Chapter 1 Introduction: Weirding and Poaching Chapter 2 Poaching Chapter 3 Weirding Chapter 4 Vision Stinks Chapter 5 Feed Chapter 6 Harry Potter's World Chapter 7 Cyborg Selves Chapter 8 Dark Matter and All that Jazz Chapter 9 My Teacher is an Alien Chapter 10 Criteria and Ways of Working, with Leif Gustavson Chapter 11 Afterword: Zoom Re-zoom Bibliography
Table of Contents Preface Chapter 1 Introduction: Weirding and Poaching Chapter 2 Poaching Chapter 3 Weirding Chapter 4 Vision Stinks Chapter 5 Feed Chapter 6 Harry Potter's World Chapter 7 Cyborg Selves Chapter 8 Dark Matter and All that Jazz Chapter 9 My Teacher is an Alien Chapter 10 Criteria and Ways of Working, with Leif Gustavson Chapter 11 Afterword: Zoom Re-zoom Bibliography
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