Re-theorizing Literacy Practices (eBook, PDF)

Complex Social and Cultural Contexts
Redaktion: Bloome, David; Rowsell, Jennifer; Leung, Constant; Castanheira, Maria Lucia

• Format: PDF

Produktbeschreibung

Breaking new intellectual and theoretical ground, leading literacy scholars to re-examine how educational and sociocultural contexts frame and define literacy events and practices. Drawing from Brian V. Street's work, this volume offers insights into fractures, tensions, and developments in literacy for scholars, students, and researchers.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 274
• Erscheinungstermin: 7. Dezember 2018
• Englisch
• ISBN-13: 9781351254212
• Artikelnr.: 56843755

Autorenporträt

David Bloome is EHE Distinguished Professor of Teaching and Learning at The Ohio State University, USA. Maria Lucia Castanheira is Professor of Education at Universidade Federal de Minas Gerais, Brazil. Constant Leung is Professor of Educational Linguistics at King's College London, UK. Jennifer Rowsell is Professor and Canada Research Chair and directs the Centre for Multiliteracies in the Faculty of Education, Brock University, Canada.

Inhaltsangabe

1. Introduction Part 1: Literacy as Social - Reflecting Back and Moving
Forward 2. Fashioning Literacy as Social 3. Literacy as a Social Practice:
New Realities and New Models 4. Ideologies Languaged into Being: Examining
Conversations on Schooled and Religious Literacies Ideologies Part 2:
Literacy Practices and Language Ideologies 5. Making of narrative:
Understanding young children's story writing in social contexts 6.
Ideological battles over Quechua literacy in Perú: From the authority of
experts to the innovation of youth Part 3: Literacy Practices Framed by
Recognition of Complex Heteroglossic Social Contexts 7. Literacy Teaching
and Learning in School as Polyphonic: A Close Examination of a Lesson
Focused on Fun Home, the Graphic Memoir and Musical 8. Academic literacies
as laminated assemblage and embodied semiotic becoming Part 4: Literacy as
Praxis in Complex Educational Contexts 9. Literacy research as ideological
practice: knowledge, reflexivity and the researcher 10. Testing Practice in
a Southern School 11. Reading Philosophy Critically: Agentive Classroom
Enactment 12. Approaches to Academic Literacy Instruction: Classifications,
Conflicts and New Directions Part 5: Literacy and Personhood 13. Literacy
and the Time Being 14. Faith, Culture and Identity: The everyday literacy
practices 15. Examining our Blind Spots: Personhood, Literacy, and Power
Part 6: The Conversation Continues 16. Conclusion: Literacy as Social and
Cultural in the Future Perfect Tense