This text provides a powerful theory of critical literacy, a model for instruction, and many examples of how it can be enacted in daily school life in elementary and middle school classrooms.
This text provides a powerful theory of critical literacy, a model for instruction, and many examples of how it can be enacted in daily school life in elementary and middle school classrooms.
Mitzi Lewison is Professor of Literacy, Culture, and Language Education in the School of Education at Indiana University-Bloomington, USA. Christine Leland is Professor of Literacy, Culture, and Language Education in the School of Education at Indiana University-Purdue University, USA. Jerome C. Harste is Professor Emeritus of the Department of Literacy, Language, and Culture, Indiana University-Bloomington, USA, where he held the distinction of being the first Armstrong Professor in Teacher Education.
Inhaltsangabe
Brief ContentsForeword / Linda Christensen Introduction Chapter One / Overview: Why Do We Need an Instructional Theory of Critical Literacy? Chapter Two / Personal and Cultural Resources: Using Life Experiences as an Entrée into Critical Literacy Chapter Three / Cultural Resources: Using Popular Culture to Promote Critical Practice Chapter Four / Cultural Resources: Using Children's and Young Adult Literature to Get Started with Critical Literacy Chapter Five / Critical Social Practices: Disrupting the Commonplace through Critical Language Study Chapter Six / Critical Social Practices: Interrogating Multiple Perspectives Chapter Seven / Critical Social Practices: Focusing on the Sociopolitical Chapter Eight / Critical Social Practices: Taking Action to Promote Social Justice Chapter Nine / Taking a Critical Stance: Outgrowing Ourselves Chapter Ten / Invitations for Students Classroom Resources: Children's Books, Videos, Songs, and Websites Appendix: Creating Critical Classrooms Companion Website Contents About the Authors References Index
Brief ContentsForeword / Linda Christensen Introduction Chapter One / Overview: Why Do We Need an Instructional Theory of Critical Literacy? Chapter Two / Personal and Cultural Resources: Using Life Experiences as an Entrée into Critical Literacy Chapter Three / Cultural Resources: Using Popular Culture to Promote Critical Practice Chapter Four / Cultural Resources: Using Children's and Young Adult Literature to Get Started with Critical Literacy Chapter Five / Critical Social Practices: Disrupting the Commonplace through Critical Language Study Chapter Six / Critical Social Practices: Interrogating Multiple Perspectives Chapter Seven / Critical Social Practices: Focusing on the Sociopolitical Chapter Eight / Critical Social Practices: Taking Action to Promote Social Justice Chapter Nine / Taking a Critical Stance: Outgrowing Ourselves Chapter Ten / Invitations for Students Classroom Resources: Children's Books, Videos, Songs, and Websites Appendix: Creating Critical Classrooms Companion Website Contents About the Authors References Index
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