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Creating Critical Classrooms: K-8 Reading and Writing With an Edge [Pehme köide]

(Indiana University, USA), (Indiana University-Purdue University, USA), (Indiana University at Bloomington, USA Indiana University at Bloomington, USA)
  • Formaat: Paperback / softback, 392 pages, kõrgus x laius: 254x178 mm, kaal: 703 g
  • Ilmumisaeg: 01-Aug-2007
  • Kirjastus: Routledge
  • ISBN-10: 0805862315
  • ISBN-13: 9780805862317
  • Pehme köide
  • Hind: 55,89 €*
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  • Formaat: Paperback / softback, 392 pages, kõrgus x laius: 254x178 mm, kaal: 703 g
  • Ilmumisaeg: 01-Aug-2007
  • Kirjastus: Routledge
  • ISBN-10: 0805862315
  • ISBN-13: 9780805862317
This book for elementary and middle school teachers and literacy methods courses articulates a powerful theory of critical literacy instruction. Critical literacy practices encourage students to use language to question the everyday world, interrogate the relationship between language and power, analyze popular culture and media, understand how power relationships are socially constructed, and consider actions that can be taken to promote social justice. By providing both a model for critical literacy instruction and many examples of how critical practices can be enacted in daily school life in elementary and middle school classrooms, Creating Critical Classrooms meets a huge need for a practical, theoretically based text on this topic.

Foreword xi
About the Authors xv
Introduction xxi
Overview: Why Do We Need an Instructional Theory of Critical Literacy?
1(23)
Vignette: Morning Meeting: Contradictions and Possibilities
Lee Heffernan
What Is Critical Literacy?
The Role of Theory in Critical Practice
A Model of Critical Literacy Instruction
Thought Piece: Do Methods Make a Difference?
Invitations for Disruption
What Is a Literate Being?
Cultural Models of Teachers in Literature
Personal and Cultural Resources: Using Life Experiences as an Entree into Critical Literacy
24(14)
Vignette: Writing Respect
Katie Van Sluys
What Can We Learn from Sara and Rachel's Experiences in Room 4?
Thought Piece: Uncertainty and the Teaching of Reading and Writing
Invitations for Disruption
Unpacking Virtual Schoolbags
Home Visits
Beliefs about Learning and Teaching
Cultural Resources: Using Popular Culture to Promote Critical Practice
38(22)
Vignette: The Great Bratz Debate
Kate Kuonen-Bakhtiary
What Can We Learn from Kate's Experience?
Thought Piece: Visual Literacy
Invitations for Disruption
Educators as Consumers
Children as Consumers
Thinking about Neoliberalism
Using Children's Literature to Get Started with Critical Literacy
60(14)
Vignette: How Critical Picture Books Changed a First Grade Classroom
Kim Huber
Christine Leland
What Can We Learn from Kim's Experience?
Thought Piece: Risky Texts
Invitations for Disruption
Investigate Students' Conversations about Books
Learning What Happens When Students Linger in Text
Transmediation
Critical Social Practices: Disrupting the Commonplace Through Critical Language Study
74(16)
Vignette: Unpacking the Everyday: Americans at War
Christine Leland
Jerome Harste
What can we learn from the museum experience?
Thought Piece: Teacher Talk: Critical Choices
Invitations for Disruption
Advertising in Public Spaces
Perks for Patrons?
Framing
Critical Social Practices: Interrogating Multiple Perspectives
90(18)
Vignette: Seeing Differently
Amy Wackerly
Christine Leland
What can we learn from Amy's teaching?
Thought Piece: Understanding Reading: Multiple Perspectives, Multiple Insights
Invitations for Disruption
Parents' Night
Seeing through Different Eyes
Critical Social Practices: Focusing on the Sociopolitical
108(20)
Vignette: The Sociopolitics of Hunger
Emily McCord
What can we learn from the Hunger Projects in Emily's class?
Thought Piece: Racism and Privilege: Having Our Hands in the Cookie Jar
Invitations for Disruption
Looking for the Sociopolitical
Rethinking Schools
Critical Social Practices: Taking Action to Promote Social Justice
128(14)
Vignette: Putting Theory into Action
Dana Hubbard
What can we learn from Dana's experience?
Thought Piece: School Posters
Invitations for Disruption
Write a Letter to the Editor
Learning to Talk Back
Create Challenging Students
Taking a Critical Stance: Outgrowing Ourselves
142(16)
Vignette: Learning to Teach by Teaching in the Margins
Gerald Campano
What can we learn from Gerald's experiences with Carmen?
Thought Piece: ``May you live in interesting times'': The politics of eclecticism
Invitations for Disruption
Disrupting our theories
Reflection-in-Action
Reflection-in-Action on Ourselves
Reflecting on Our Theories
Invitations for Students
158(145)
Invitation 1: Digging Deeper into Texts through Drama
Invitation 2: Double Standards---Bringing Consumerism Home
Invitation 3: Fairy Tales with an Edge
Invitation 4: Happy Holidays for Whom?
Invitation 5: Honing Your Visual Literacy
Invitation 6: Keeping the Conversation Going
Invitation 7: Kids at the Mall
Invitation 8: Lingering in Text
Invitation 9: Motivated Signs
Invitation 10: Multiple Perspectives
Invitation 11: Multiview Books
Invitation 12: Name Calling
Invitation 13: Picture It
Invitation 14: Poignant Passages
Invitation 15: Reading from Different Stances
Invitation 16: Political Cartoons
Invitation 17: Researching Advertising Techniques
Invitation 18: Touchstone Texts
Invitation 19: Unpacking Appealing Ads
Invitation 20: Unpacking Fairy Tales
Invitation 21: What Differences Make a Difference?
References 303(12)
Classroom Resources: An Annotated List of Picture Books,
Chapter Books, Videos, Songs, and Websites
315(36)
Index 351
Mitzi Lewison, Christine Leland, Jerome Harste



Indiana University, USA