This new collection of both landmark and current essays provides a comprehensive overview of the major themes and questions that shape literacy studies today.

Author: Ellen Cushman

Publisher: Bedford/St. Martin's

ISBN: 0312250428

Category: Language Arts & Disciplines

Page: 804

View: 360


This new collection of both landmark and current essays provides a comprehensive overview of the major themes and questions that shape literacy studies today. Literacy: A Critical Sourcebook is an indispensable reference tool for anyone interested in the field of literacy studies and ideally suited for use in a wide range of upper-division and graduate classes.


This new collection of both landmark and current essays provides a comprehensive overview of the major themes and questions that shape literacy studies today.

Author: Ellen Cushman

Publisher: Macmillan Higher Education

ISBN: 9781319218416

Category: Study Aids

Page: 668

View: 389


This new collection of both landmark and current essays provides a comprehensive overview of the major themes and questions that shape literacy studies today. Literacy: A Critical Sourcebook is an indispensable reference tool for anyone interested in the field of literacy studies and ideally suited for use in a wide range of upper-division and graduate classes.

Students Right to Their Own Language

Students’ Right to Their Own Language collects perspectives from some of the field’s most influential scholars to provide a foundation for understanding the historical and theoretical context informing the affirmation of all students’ ...

Author: Staci Perryman-Clark

Publisher: Bedford/St. Martin's

ISBN: 1457641291

Category: Language Arts & Disciplines

Page: 528

View: 808


Students’ Right to Their Own Language collects perspectives from some of the field’s most influential scholars to provide a foundation for understanding the historical and theoretical context informing the affirmation of all students’ right to exist in their own languages. Co-published with the National Council for Teachers of English, this critical sourcebook archives decades of debate about the implications of the statement and explores how it translates to practical strategies for fostering linguistic diversity in the classroom.

Language Literacy and Power in Schooling

HarvardEducational Review, 71, 345–365. Szwed, J.F. (2001). The ethnography
of literacy. In E.Cushman, E.R.Kintgen, B.M. Kroll, & M.Rose (Eds.), Literacy: A
critical sourcebook (pp. 421–429). Boston: Bedford/St. Martin's. Taylor, D. (Ed.).

Author: Teresa L. McCarty

Publisher: Routledge

ISBN: 9781135621834

Category: Education

Page: 352

View: 305


Language, Literacy, and Power in Schooling brings critical ethnographic perspectives to bear on language, literacy, and power in culturally and linguistically diverse contexts, showing how literacy and schooling are negotiated by children and adults and how schooling becomes a key site of struggle over whose knowledge, discourses, and literacy practices "count." Part I examines tensions between the local and the general in literacy development and use; Part II considers face-to-face interactions surrounding literacy practices in ethnically diverse classrooms; and Part III widens the ethnographic lens to position literacy practices in the context of globalization and contemporary education policies. Each section includes a substantive introduction by the editor and a synthetic commentary by a leading literacy researcher. Above all, this is a book oriented toward social action. Unpacking the complexity of literacy practices and experiences in diverse settings, the authors seek not only to build new knowledge, but to inform and transform the pedagogies and policies that limit human potentials. The chapters in this volume have much to teach us about the roots of inequality and the possibilities for positive change. Together, they highlight the urgent need for critical literacy researchers to engage politically, confronting education policies that deny the rich multiplicity of human literacies, thereby carving ever-deeper cleavages between those with and without access to literacies of power. The dual focus on language and literacy with critical-ethnographic accounts of identity and schooling speaks to a growing constituency of scholars and practitioners concerned with the role of literacy and discourse in alternatively affirming or negating knowledge, power, and identity, both within and outside of schools.

Writing and Community Engagement

Writing and Community Engagement: A Critical Sourcebook collects key research on the theory and practice of community-based writing.

Author: Thomas Deans

Publisher: Bedford/St. Martin's

ISBN: 0312562233

Category: Language Arts & Disciplines

Page: 560

View: 423


Writing and Community Engagement: A Critical Sourcebook collects key research on the theory and practice of community-based writing. Selections from community projects are also included to help connect scholarly and pedagogical work. Chapters address writing in communities, ethics, community engagement, service-learning, the rhetoric of civic writing, and practical pedagogy.

Adult Literacy Policy and Practice

Literacy: A Critical Sourcebook. Boston: Bedford, pp.430–442. Print Tomlinson, S.
(2001) Education in a PostWelfare Society. Buckingham: Open University press.
Torrance, H. (2002) 'Can Testing Really Raise Educational Standards?

Author: Vicky Duckworth

Publisher: Springer

ISBN: 9781137535115

Category: Education

Page: 138

View: 265


This book explores the gradual evolution of Adult literacy policy from the 1970s using philosophical, sociological and economic frames of reference from a range of perspectives to highlight how priorities have changed. It also offers an alternative curriculum; a transformative model that presents a more socially just different value position.

Popular Culture and Representations of Literacy

New York: Routledge. ProLiteracy America. 2003. U.S. adult literacy programs:
Making a difference. Syracuse, NY: ProLiteracy America. Ramdas, L. 1989. “
Women and literacy: a quest for justice.” In (2001) Literacy: A critical sourcebook,

Author: Bronwyn Williams

Publisher: Routledge

ISBN: 9781134235803

Category: Education

Page: 200

View: 464


Movies are filled with scenes of people of all ages, sexes, races, and social classes reading and writing in widely varied contexts and purposes. Yet these scenes go largely unnoticed, despite the fact that these images recreate and reinforce pervasive concepts and perceptions of literacy. This book addresses how everyday literacy practices are represented in popular culture, specifically in mainstream, widely-distributed contemporary movies. If we watch films carefully for who reads and writes, in what settings, and for what social goals, we can see a reflection of the dominant functions and perceptions that shape our conceptions of literacy in our culture. Such perceptions influence public and political debates about literacy instruction, teachers' expectations of what will happen in their classrooms, and student's ideas about what reading and writing should be.

A Search Past Silence

The Literacy of Young Black Men David E. Kirkland ... Communities of difference:
A critical look at desegregated spaces created for and by youth. ... In E. Cushman
, E. Kintgen, B. Kroll, BC M. Rose (Eds.), Literacy: A critical sourcebook (pp.

Author: David E. Kirkland

Publisher: Teachers College Press

ISBN: 9780807771792

Category: Language Arts & Disciplines

Page: 187

View: 680


This beautifully written book argues that educators need to understand the social worlds and complex literacy practices of African-American males in order to pay the increasing educational debt we owe all youth and break the school-to-prison pipeline. Moving portraits from the lives of six friends bring to life the structural characteristics and qualities of meaning-making practices, particularly practices that reveal the political tensions of defining who gets to be literate and who does not. Key chapters on language, literacy, race, and masculinity examine how the literacies, languages, and identities of these friends are shaped by the silences of societal denial. Ultimately, A Search Past Silence is a passionate call for educators to listen to the silenced voices of Black youth and to re-imagine the concept of being literate in a multicultural democratic society.

Interdisciplinary approaches to literacy and development

emphasises imposed literacy practices, letter writing to send encomienda reflects
vernacular practices inserted in people's ... For instance, Rosahasdecided what
she needs literacy for. ... A Critical Sourcebook (New York: St. Martin's), pp.

Author: Kaushik Basu

Publisher: Routledge

ISBN: 9781317990659

Category: Business & Economics

Page: 210

View: 141


The links between literacy and development have been the focus of research conducted by both economists and anthropologists. Yet researchers from these different disciplines have tended to work in isolation from each other. This book aims to create a space for new interdisciplinary debate in this area, through bringing together contributions on literacy and development from the fields of education, literacy studies, anthropology and economics. The book extends our theoretical understanding on the ways in which people’s acquisition and uses of literacy influence changes in agency, identity, social practice and labour market and other outcomes. The chapters discuss data from diverse cultural contexts (South Africa, Bangladesh, India, Nepal, Peru, and Mexico), and from contrasting research paradigms. The contributors examine the significance of culture and socio-economic contexts in shaping such processes. As such, they contribute to our understanding of the role of literacy in processes of poverty reduction, and its importance to people’s capabilities and wellbeing. The themes covered include: the dynamics of literacy use in the production of agency, the enactment, negotiation and embodiment of new social identities - including gendered and religious identities; the impacts of literate identities and use on institutional relations and social participation; the dynamics of literacy ‘sharing’ and their externalities within and beyond households; formal analysis of the impacts of proximate illiteracy on labour market and health outcomes across men and women and social contexts. This book was published as a special issue of the Journal of Development Studies.

The Handbook of Language Socialization

Barton, D. and Hamilton, M. (1998) Local Literacies: Reading and Writing in One
Community. New York: ... Besnier, N. (1995) Literacy, Emotion, and Authority:
Reading and Writing on a Polynesian Atoll. ... Literacy: A Critical Sourcebook.

Author: Alessandro Duranti

Publisher: John Wiley & Sons

ISBN: 9781444342888

Category: Social Science

Page: 608

View: 889


Documenting how in the course of acquiring language children become speakers and members of communities, The Handbook of Language Socialization is a unique reference work for an emerging and fast-moving field. Spans the fields of anthropology, education, applied linguistics, and human development Includes the latest developments in second and heritage language socialization, and literary and media socialization Discusses socialization across the entire life span and across institutional settings, including families, schools, work places, and churches Explores data from a multitude of cultures from around the world

Crossing Boundaries Teaching and Learning with Urban Youth

New directions in multicultural education: Complexities, boundaries, and critical
race theory. In J. A. Banks & C. A. M. Banks ... In E. Cushman, E. R. Kintgen, B. M.
Kroll, & M. Rose (Eds.), Literacy: A critical sourcebook (pp. 156–171). Boston: St.

Author: Valerie Kinloch

Publisher: Teachers College Press

ISBN: 9780807771655

Category: Education

Page: 168

View: 700


“This is a book of stories told by adolescents and adults about teaching and learning. . . . Puzzlement, wonder, curiosity, disruption, and distress mark the emotions of all the storytellers here.” —From the Foreword by Shirley Brice Heath, Stanford University “Crossing Boundaries is a must-read for anyone interested in improving the academic achievements and enhancing the literacy practices of marginalized students.” —Beverly Moss, The Ohio State University “This book will shake the ‘common’ and reshape the ‘knowledge’ we have about the passion and potential of students in urban schools.” —JoBeth Allen, University of Georgia In her new book, Valerie Kinloch, award-winning author of Harlem on Our Minds, sheds light on the ways urban youth engage in “meaning-making” experiences as a way to assert critical, creative, and highly sophisticated perspectives on teaching, learning, and survival. Kinloch rejects deficit models that have traditionally defined the literacy abilities of students of color, especially African American and Latino/a youth. In contrast, she “crosses boundaries” to listen to the voices of students attending high school in New York City’s Harlem community. In Crossing Boundaries, Kinloch uses a critical teacher-researcher lens to propose new directions for youth literacies and achievements. The text features examples of classroom engagements, student writings and presentations, discussions of texts and current events, and conversations on skills, process, achievement, and underachievement. Valerie Kinloch is associate professor in literacy studies in the School of Teaching and Learning at The Ohio State University. Her other books are Harlem on Our Minds: Place, Race, and the Literacies of Urban Youth and Urban Literacies: Critical Perspectives on Language, Learning, and Community. All royalties go to the Cultivating New Voices Among Scholars of Color grant and mentoring program sponsored through the National Council of Teachers of English

Critical Literacy

Becoming political : Readings and writings in the politics of literacy education . ...
Empowering education : Critical teaching for social change . ... In E. Cushman ,
E. R. Kintgen , B. Kroll , & M. Rose ( Eds . ) , Literacy : A critical sourcebook .

Author: Rachel Lander


ISBN: MSU:31293027360498

Category: Critical pedagogy

Page: 598

View: 533


Reading Time

The literacy myth: Literacy and social structure in the nineteenthcentury city. New
York: Academic Press. Graff, J. M. ... In E. Cushman, B. Kintgen, B. Kroll, & M.
Rose (Eds.), Literacy: A critical sourcebook (pp. 156–172). New York: St. Martin's

Author: Catherine Compton-Lilly

Publisher: Teachers College Press

ISBN: 9780807771518

Category: Education

Page: 161

View: 329


While teachers cannot travel back in time to visit their students at earlier ages, they can draw on the rich sets of experiences and knowledge that students bring to classrooms. In her latest book, Catherine Compton-Lilly examines the literacy practices and school trajectories of eight middle school students and their families. Through a unique longitudinal lens—the author has studied these same students from first grade—we see how students from a low-income, inner-city community grow and develop academically, revealing critical insights for teachers about literacy development, identity construction, and school achievement. Based on interviews, reading assessments, and writing samples,Reading Timeadvocates for educators to: Provide opportunities for students to develop long-term relationships with teachers and administrators. Allow children and parents to share their stories to identify obstacles that students encounter as they move through school. Collaborate and learn from students’ former teachers, as well as inform their future teachers. Develop portfolio systems and longitudinal records that highlight children’s emerging interests, abilities, and potential for the future. Catherine Compton-Lillyis an associate professor in Curriculum and Instruction at the University of Wisconsin–Madison. She has taught in the public school system for 18 years. Her books includeReading Families,Re-reading Families, andBedtime Stories and Book Reports. “The analysis here runs deeper than other contemporary critiques of accountability regimes and standardization, inviting us instead to consider how time, schooling, and literacy have always been co-constructed....Reading Timefeatures compelling examples of literacy practices that traverse generations, which could only be understood through interviews and observations extending over time.” —Kevin Leander, Vanderbilt University

Why School

... on Literacy (edited with Eugene Kintgen and Barry Kroll) Critical Strategiesfor
Academic Thinking and Writing (with Malcolm Kiniry) Literacy: A Critical
Sourcebook (edited with Ellen Cushman, Eugene Kintgen, and Barry Kroll) Why

Author: Mike Rose

Publisher: The New Press

ISBN: 9781620970041

Category: Education

Page: 272

View: 858


Why School? is a little book driven by big questions. What does it mean to be educated? What is intelligence? How should we think about intelligence, education, and opportunity in an open society? Drawing on forty years of teaching and research and "a profound understanding of the opportunities, both intellectual and economic, that come from education" (Booklist), award-winning author Mike Rose reflects on these and other questions related to public schooling in America. He answers them in beautifully written chapters that are both rich in detail and informed by an extensive knowledge of history, the psychology of learning, and the politics of education. This paperback edition includes three new chapters showing how cognitive science actually narrows our understanding of learning, how to increase college graduation rates, and how to value the teaching of basic skills. An updated introduction by Rose, who has been hailed as "a superb writer and an even better storyteller" (TLN Teachers Network), reflects on recent developments in school reform. Lauded as "a beautifully written work of literary nonfiction" (The Christian Science Monitor) and called "stunning" by the New Educator Journal, Why School? offers an eloquent call for a bountiful democratic vision of the purpose of schooling.

Multiple Literacies

Gee , J. P. Social Linguistics and Literacies : Ideology in Discourses . 2d ed .
London : Falmer Press , 1996 . Gee , J. P. " Literacy , Discourse , and Linguistics :
Introduction and What Is Literacy ? " In Literacy : A Critical Sourcebook , edited by



ISBN: OSU:32435072139983

Category: Adult education

Page: 32

View: 265


Achieving Equity for Latino Students

Delpit, L. (2001). The politics of teaching literate discourse. In E. Cushman, E.
Kintgen, B. Kroll & M. Rose (Eds.), Literacy: A critical sourcebook (pp. 545–554).
Boston: Bedford/St. Martin's. DeShano da Silva, C., Huguley, J., & Kakli, Z. (2007)

Author: Frances E. Contreras

Publisher: Teachers College Press

ISBN: 9780807771525

Category: Education

Page: 208

View: 973


Despite their numbers, Latinos continue to lack full and equal participation in all facets of American life, including education. This book provides a critical discussion of the role that select K–12 educational policies have and continue to play in failing Latino students. The author draws upon institutional, national, and statewide data sets, as well as interviews among students, teachers, and college administrators, to explore the role that public policies play in educating Latino students. The book concludes with specific recommendations that aim to raise achievement, college transition rates, and success among Latino students across the preschool through college continuum. Frances Contrerasis an Associate Professor of Higher Education in the area of Leadership and Policy Studies in the College of Education, University of Washington in Seattle “Prof. Frances Contreras is one of the nation’s leading authorities on Latino educational problems and on policies that will effectively address these. This book presents a unique and incisive analysis of the Latino educational achievement gap and its connections to concomitant gap in educational opportunities for Latinos. This very readable book combines rigorous scholarship with clearly stated policy recommendations. It should be read by all who are interested in understanding and addressing one of the most serious problems of our times.” —Jorge Chapa,University of Illinois at Urbana Champaign “Rich in data and social context, Contreras presents a compelling and comprehensive picture for the collective need to invest fully in the education of our Latino youth. As important, she delineates a bold public policy pathway for Latino student success that encompasses K–12 and higher education.” —James M. Montoya,Vice President, Higher Education, The College Board “This book offers valuable insights and productive recommendations for addressing a critically important topic: how to improve educational equity for Latinos, one of our nation’s fastest-growing but most-underserved populations.” —Laura Perna, Professor, Graduate School of Education, University of Pennsylvania

Literacy Sexuality Pedagogy

Feminism and Composition : A Critical Sourcebook . Ed . by Gesa E. Kirsch , et al
. Boston : Bedford , 2003 : 243–255 . ... The Adult Literacy Process as Cultural
Action for Freedom . ” In Ellen Cushman , et al . ( eds . ) , Literacy : A Critical ...

Author: Jonathan Alexander


ISBN: UOM:39015073992821

Category: Education

Page: 225

View: 839


Despite its centrality to much of contemporary personal and public discourse, sexuality remains infrequently discussed in most composition courses, and in our discipline at large. Moreover, its complicated relationship to discourse, to the very languages we use to describe and define our worlds, is woefully understudied in our discipline. Discourse about sexuality, and the discourse of sexuality, surround us—circulating in the news media, on the Web, in conversations, and in the very languages we use to articulate our interactions with others and our understanding of ourselves. It forms a core set of complex discourses through which we approach, make sense of, and construct a variety of meanings, politics, and identities. In Literacy, Sexuality, Pedagogy, Jonathan Alexander argues for the development of students' "sexual literacy." Such a literacy is not just concerned with developing fluency with sexuality as a "hot" topic, but with understanding the intimate interconnectedness of sexuality and literacy in Western culture. Using the work of scholars in queer theory, sexuality studies, and the New Literacy Studies, Alexander unpacks what he sees as a crucial--if often overlooked--dimension of literacy: the fundamental ways in which sexuality has become a key component of contemporary literate practice, of the stories we tell about ourselves, our communities, and our political investments. Alexander then demonstrates through a series of composition exercises and writing assignments how we might develop students' understanding of sexual literacy. Examining discourses of gender, heterosexuality, and marriage allows students (and instructors) a critical opportunity to see how the languages we use to describe ourselves and our communities are saturated with ideologies of sexuality. Understanding how sexuality is constructed and deployed as a way to "make meaning" in our culture gives us a critical tool both to understand some of the fundamental ways in which we know ourselves and to challenge some of the norms that govern our lives. In the process, we become more fluent with the stories that we tell about ourselves and discover how normative notions of sexuality enable (and constrain) narrations of identity, culture, and politics. Such develops not only our understanding of sexuality, but of literacy, as we explore how sexuality is a vital, if vexing, part of the story of who we are.

Professing Literacy in Composition Studies

The previously mentioned edited collection Perspectives on Literacy (Kintgen et
al., 1988) provides reprinted essays of ... In the revised edition of Perspectives on
Literacy, entitled Literacy: A Critical Sourcebook, Cushman, Kintgen, Kroll, and ...

Author: Peter N. Goggin

Publisher: Hampton Press (NJ)

ISBN: UCSC:32106013212466

Category: Education

Page: 136

View: 254


This book explores the following key questions: What is literacy? What do we mean when we profess literacy? How can we create a theoretical map of writing studies in which to locate the ways we define and situate our notions and assumptions about literacy? The author addresses these questions by mapping the ideological perspectives on literacy that inform the field's theoretical terrain.

Critical Literacy in the Classroom

Sholle, D. and Denski, S. (1993) 'Reading and writing the media: Critical media
literacy and postmodernism', in C. ... (1987) Freire for the Classroom: A
Sourcebook for Liberatory Teaching, Portsmouth, NH: Heinemann / Boynton-
Cook. Simon ...

Author: Wendy Morgan

Publisher: Routledge

ISBN: 9781134765768

Category: Education

Page: 230

View: 959


Critical literacy investigates how forms of knowledge, and the power they bring, are created in language and taken up by those who use texts. It asks how language might be put to different, more equitable uses, and how texts might be recreated in a way that would tell a different story. This book is a carefully documented and critically analysed example of the growing emphasis on critical literacy in syllabuses, government reports and the like. It: * bridges the gap between academics' theorizing and teachers' work * describes how secondary teachers have planned and implemented critical literacy curricula on a range of topics, from Shakespeare to the workplace * listens to teachers reflecting on their teaching and analyses classroom talk * extrapolates from present practice to a future critical literacy in a digitised, hypermedia world. Teachers and students of education, critical literacy advocates and theorists of literacy and schooling can learn much more from this book, which shows how critical literacy teachers, and their students are contributing to the ongoing reinvention of English education as critical literacy.

ERIC CLL News Bulletin

In E . Cushman , E . R . Kintgen , B . M . Kroll , & M . Rose ( Eds . ) , Literacy : A
critical sourcebook ( pp . 525544 ) . Boston : Bedford / St . Martin ' s . Grabe , W . ,
& Stoller , F . L . ( 2002 ) . Teaching and researching reading . London , England

Author: ERIC Clearinghouse on Languages and Linguistics


ISBN: UOM:39015066175632

Category: Language and languages


View: 134