Title
Negotiating Critical Literacies in Classrooms,Used
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Negotiating Critical Literacies in Classrooms brings together accounts of educators who have sought to make a difference in the lives of their students through literacy educationfrom university classrooms in the United States, England, and South Africa, to policy and curriculum development in Singapore and Australia. Each chapter represents the results of extended research on classroom practice.The authors in this collection write as teachers. The literacy classrooms they explore range from the early years of schooling, to primary and secondary education, through to community and university sites. Although the volume is organized around different levels of education, clearly overlapping themes emerge across the chapters, including identity formation and textual practices, politicizing curriculum and textbook production, and changing the power relations in classroom talk around text.An overarching theme of this collection is the belief that there is no one generic, universal critical literacyin theory or in practice. Rather, the authors reveal how a range of theories can serve as productive starting points for educators working on social justice agendas through the literacy curriculum, and, equally important, how particular critical literacy theories or pedagogies must be worked out in specific locations. In each of these accounts, educators explain how they have taken a body of theory and worked with and on it in classrooms. Their rich portrayals and narratives of classroom realities illustrate the unanticipated effects of pedagogies that emerge in specific contexts. Experiences from the classrooms have led them to revise theories that are central to critical literacy, including constructs such as 'empowerment,' 'resistance,' and 'multiple readings.' This collection documents what occurs when educators confront the difficult ethical and political issues that evolve in particular classroom situations.Negotiating Critical Literacies in Classrooms is appropriate as a text for courses in language and literacy education, and will be of broad interest to educational researchers, practitioners, and theorists. The practical classroom focus makes this book accessible and of interest to a wide range of teachers and an excellent resource for professional development. The international scope will appeal to a global educational readership.
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We ship your order within 2–3 business days for USA deliveries and 5–8 business days for international shipments. Once your package has been dispatched from our warehouse, you'll receive an email confirmation with a tracking number, allowing you to track the status of your delivery.
Returns
To facilitate a smooth return process, a Return Authorization (RA) Number is required for all returns. Returns without a valid RA number will be declined and may incur additional fees. You can request an RA number within 15 days of the original delivery date. For more details, please refer to our Return & Refund Policy page.
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Warranty
We provide a 2-year limited warranty, from the date of purchase for all our products.
If you believe you have received a defective product, or are experiencing any problems with your product, please contact us.
This warranty strictly does not cover damages that arose from negligence, misuse, wear and tear, or not in accordance with product instructions (dropping the product, etc.).
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Frequently Asked Questions
- Q: What is the main focus of 'Negotiating Critical Literacies in Classrooms'? A: 'Negotiating Critical Literacies in Classrooms' focuses on the experiences of educators who aim to enhance literacy education across various educational settings, emphasizing the importance of critical literacy in promoting social justice.
- Q: Who is the author of this book? A: The book is authored by Barbara Comber, who presents insights from diverse educational contexts.
- Q: What types of educational settings does this book cover? A: This book covers a range of educational settings, including university classrooms, primary and secondary schools, community sites, and policy development in different countries.
- Q: Is this book suitable for professional development? A: Yes, 'Negotiating Critical Literacies in Classrooms' is an excellent resource for professional development, as it offers practical insights and research-based narratives for educators.
- Q: What themes are explored in the chapters of this book? A: The chapters explore themes such as identity formation, textual practices, curriculum politicization, and the dynamics of classroom talk around texts.
- Q: What is the publication date of this book? A: 'Negotiating Critical Literacies in Classrooms' was published on July 13, 2001.
- Q: How many pages does this book have? A: The book contains 316 pages.
- Q: What is the condition of the book being offered? A: The book is listed as 'New' and is in good condition.
- Q: What is the binding type of this book? A: The book is available in paperback binding.
- Q: What is the significance of critical literacy according to the authors? A: The authors emphasize that critical literacy is not a one-size-fits-all approach; it should be adapted to specific contexts to address ethical and political issues within classroom dynamics.