Sie sind bereits eingeloggt. Klicken Sie auf 2. tolino select Abo, um fortzufahren.
Bitte loggen Sie sich zunächst in Ihr Kundenkonto ein oder registrieren Sie sich bei bücher.de, um das eBook-Abo tolino select nutzen zu können.
From Small Places: Toward the Realization of Literacy as a Human Right brings together history, theory, research, and practices that can lead to the realization of this right, both in itself, and as a means of achieving other rights. The premise of this book is that this right begins early in life within small places across the world. This idea originates from the words of Eleanor Roosevelt, Chair of the Commission that drafted the Universal Declaration of Human Rights (UDHR): Where, after all, do universal human rights begin? In small places, close to home—so close and so small that they…mehr
From Small Places: Toward the Realization of Literacy as a Human Right brings together history, theory, research, and practices that can lead to the realization of this right, both in itself, and as a means of achieving other rights. The premise of this book is that this right begins early in life within small places across the world. This idea originates from the words of Eleanor Roosevelt, Chair of the Commission that drafted the Universal Declaration of Human Rights (UDHR): Where, after all, do universal human rights begin? In small places, close to home—so close and so small that they cannot be seen on any map of the world… Unless these rights have meaning there, they have little meaning anywhere. Herein, literacy is viewed as a life-long social process. Literacy includes reading, writing, and new literacies that are evolving along with new technologies. The book includes an examination of the evolution of literacy as a human right from 1948, the time of the writing of the UDHR, to the present. Barriers to the realization of literacy as a human right, including the pedagogy of poverty and pathologizing the language of poor children, are explored. The book also describes theory, research and practices that can serve to dismantle these barriers. It includes research about brain development, language and literacy development from birth to the age of six, and examples of practices and community initiatives that honor, support, and build upon children’s language and literacy.
Preface; Acknowledgments; Introduction; History and Theory of Literacy as a Human Right; Why a Human Rights Perspective?; Honoring Human Dignity; Evidence of Inequality; The Failure to Educate African American and Latino Boys; Reviewing the Universal Declaration of Human Rights; Eleanor Roosevelt, Chair of the Human Rights Commission; Drafting the Universal Declaration of Human Rights; The Final Version of the Universal Declaration of Human Rights; Ideas for Addressing Seemingly Impossible Tasks; Literacy Becomes Acknowledged as a Human Right; In Your Hands; The Covenants; Convention on the Rights of the Child; The Influence of Paulo Freire as Literacy Becomes a Human Right; Education for All; The Millennium Summit; Things so Destructive: Barriers to Literacy as a Human Right; The Legacy of the Banking Model of Education; The Underestimation of Learners’ Capabilities; Prescriptive Programs; The Perpetual Pedagogy of Poverty; A Recent Guise of the Banking Model of Education; The Failure of Reading First; The Common Core; Pathologizing the Language of Young Children; The Academicization of Preschool; Pathologizing the Language of Young Children; Follow-up Studies; Research that Builds on Strengths and Leads to the Realization of Literacy as a Human Right; Critical Pedagogy: Taking Concerted Action; Concerted Action; Critical Pedagogy in Small Places; Learning about the Brain; Learning about the Brain Through New Technologies; Neuroplasticity; The Brain, Language, and Memory; Talk: The Great Brain Booster; Acquiring Talk; Talk Stimulates a Baby’s Brain; Beginning to Talk; Language Play; Vocabulary Development; Sociocultural Considerations; Listening to Stories; Musical Arts; The Development of Written Language; The Importance of Understanding Children’s Written Language; The Beginnings of Writing; The Work of Harste Woodward and Burke; Different Contexts: Different Displays of Written Language Capabilities; The Growth of Written Language; Spelling Development; Engagement in Other Written Language Systems; Reading: Making Sense of the World of Print; The Brain and Reading; Environmental Print; Reading Aloud; The Language of Books; Books in the Hands of Children; The Shared Book Experience; Connecting Reading-like Behaviors to Later Reading; Things that Are Clearly Beneficial: Initiatives and Practices that Support Literacy as a Human Right; Portraits of Learners in Small Places; The Work of Brian Cambourne: Conditions of Learning; Cambourne’s Theory and Connections to Brain Research; Stories from the Minds of Children; Vivian Gussin Paley: The Storytelling Curriculum; Sylvia Ashton Warner: Stories Created from Children’s Key Words; Rose Duffy: Written Conversation; Building on the Strengths of Families and Communities; Dignitarian Rights in Small Places; The Springfield Learning CommunityCollaborative; Concentrated Encounters: Thursday Island 1980’s; The Concentrated Language Encounter: General Motors South Africa 2015; Breakthrough to Literacy; Technology in Everyone’s Hands; The Influence of New Technologies; Technology and Banking Education; Promising Technologies for Developing Countries and Low-Income Communities;A Literacy of Fusion; Cautions about Technology; Toward the Realization of Literacy as a Human Right; Springfield Today; Hope for the Realization of Literacy as a Human Right; Appendices; Bibliography; Index;
Preface; Acknowledgments; Introduction; History and Theory of Literacy as a Human Right; Why a Human Rights Perspective?; Honoring Human Dignity; Evidence of Inequality; The Failure to Educate African American and Latino Boys; Reviewing the Universal Declaration of Human Rights; Eleanor Roosevelt, Chair of the Human Rights Commission; Drafting the Universal Declaration of Human Rights; The Final Version of the Universal Declaration of Human Rights; Ideas for Addressing Seemingly Impossible Tasks; Literacy Becomes Acknowledged as a Human Right; In Your Hands; The Covenants; Convention on the Rights of the Child; The Influence of Paulo Freire as Literacy Becomes a Human Right; Education for All; The Millennium Summit; Things so Destructive: Barriers to Literacy as a Human Right; The Legacy of the Banking Model of Education; The Underestimation of Learners’ Capabilities; Prescriptive Programs; The Perpetual Pedagogy of Poverty; A Recent Guise of the Banking Model of Education; The Failure of Reading First; The Common Core; Pathologizing the Language of Young Children; The Academicization of Preschool; Pathologizing the Language of Young Children; Follow-up Studies; Research that Builds on Strengths and Leads to the Realization of Literacy as a Human Right; Critical Pedagogy: Taking Concerted Action; Concerted Action; Critical Pedagogy in Small Places; Learning about the Brain; Learning about the Brain Through New Technologies; Neuroplasticity; The Brain, Language, and Memory; Talk: The Great Brain Booster; Acquiring Talk; Talk Stimulates a Baby’s Brain; Beginning to Talk; Language Play; Vocabulary Development; Sociocultural Considerations; Listening to Stories; Musical Arts; The Development of Written Language; The Importance of Understanding Children’s Written Language; The Beginnings of Writing; The Work of Harste Woodward and Burke; Different Contexts: Different Displays of Written Language Capabilities; The Growth of Written Language; Spelling Development; Engagement in Other Written Language Systems; Reading: Making Sense of the World of Print; The Brain and Reading; Environmental Print; Reading Aloud; The Language of Books; Books in the Hands of Children; The Shared Book Experience; Connecting Reading-like Behaviors to Later Reading; Things that Are Clearly Beneficial: Initiatives and Practices that Support Literacy as a Human Right; Portraits of Learners in Small Places; The Work of Brian Cambourne: Conditions of Learning; Cambourne’s Theory and Connections to Brain Research; Stories from the Minds of Children; Vivian Gussin Paley: The Storytelling Curriculum; Sylvia Ashton Warner: Stories Created from Children’s Key Words; Rose Duffy: Written Conversation; Building on the Strengths of Families and Communities; Dignitarian Rights in Small Places; The Springfield Learning CommunityCollaborative; Concentrated Encounters: Thursday Island 1980’s; The Concentrated Language Encounter: General Motors South Africa 2015; Breakthrough to Literacy; Technology in Everyone’s Hands; The Influence of New Technologies; Technology and Banking Education; Promising Technologies for Developing Countries and Low-Income Communities;A Literacy of Fusion; Cautions about Technology; Toward the Realization of Literacy as a Human Right; Springfield Today; Hope for the Realization of Literacy as a Human Right; Appendices; Bibliography; Index;
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Shop der buecher.de GmbH & Co. KG Bürgermeister-Wegele-Str. 12, 86167 Augsburg Amtsgericht Augsburg HRA 13309