"A fresh and stimulating perspective on drawing creatively from student perspectives and experiences. Here we have clarity, scholarship, and strong arguments for learning about human abilities by listening intently and recognizing the immense power of student experiences and feelings. Fascinating and persuasive exemplars throughout the volume."
--Shirley Brice Heath, Professor Emerita, Stanford University, USA
"What would it mean if teachers and students were to juxtapose the social practices of their everyday lives outside of school with those of the secondary English language arts classroom? How might they use such juxtapositions to author new worlds in which caring, mutuality, curiosity, wonder, justice, and community were core. Building on classroom observations and interviews with teachers and students, Beach and Caraballo provide educators with classroom models, practices, a language, and a philosophy for crafting a new vision of the English language arts classroom.
--David Bloome, Professor Emeritus of Literacy Education, The Ohio State University, USA "A fresh and stimulating perspective on drawing creatively from student perspectives and experiences. Here we have clarity, scholarship, and strong arguments for learning about human abilities by listening intently and recognizing the immense power of student experiences and feelings. Fascinating and persuasive exemplars throughout the volume."
--Shirley Brice Heath, Professor Emerita, Stanford University, USA
"What would it meanand how might it happenif teachers and students were to juxtapose the social practices of their everyday lives outside of school with those of the secondary English language arts classroom? How might they together author new worlds in which caring, mutuality, curiosity, wonder, justice, and community were both the how and the what of classroom learning? These are the questions Beach and Caraballo explore building on observations of and interviews with teachers and students who themselves are exploring such questions in their own classrooms. At a time when classroom education suffers from the modernist alienation of goals, objectives, and assessments, and the nihilism of poststructuralist relativism and partialism, the questions Beach and Caraballo pursue provide educators with classroom models and practices and a language for crafting a new vision of the English language arts classroom."
--David Bloome, Professor Emeritus of Literacy Education, The Ohio State University, USA
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