Designing socially just learning communities : critical literacy education across the lifespan
- New York : Routledge, 2009.
- Physical description
- xiii, 229 p. : ill. ; 24 cm.
LC149 .D424 2009
- Unknown LC149 .D424 2009
- Rogers, Rebecca.
- Includes bibliographical references (p. -225) and index.
- I. Beginnings Chapter 1: Introduction Chapter 2: A Framework for Critical Literacy Across the Lifespan: A Case Study of the Literacy for Social Justice Teacher Research Group II. An Entry Point: Developing Critical Stances Chapter 3: Talking about War in a Second Grade Classroom, Melissa Mosley Chapter 4: Writing our Way to Cultural Understandings, Rebecca Light Chapter 5: Learning to Listen: Creating Socially Just Curricula for Middle and High School Classrooms, Sarah Hobson Chapter 6: "No Disrespect": Literature Discussion as Social Action, Carolyn Fuller Chapter 7: Developing Critical Stances and Multiple Perspectives III. An Entry Point: Critical Inquiry and Analysis: Bridgette Jenkins, Mary Ann Kramer, Meredith Labadie, Melissa Mosley, Kathryn Pole and Ben Yavitz Chapter 8: Shared Leadership, Adolescent Literacies, and Social Justice Education in the "Third Space", Melissa Mosley and Margaret Finders Chapter 9: Establishing a Critical Literacy Lab in an Adult Education Center, Mary Ann Kramer and Rhonda Jones Chapter 10: Center for Human Origins and Cultural Diversity: A Catalyst for Social Justice and Racial Literacy, Jackie Lewis-Harris Chapter 11: Critical Inquiry and Analysis: Making Space for Critical Literacy, Carolyn Brown, Ora Clark-Lewis, Aleshea Ingram, Mary Ann Kramer, and Melissa Mosley IV. An Entry Point Building Community Chapter 12: New Teachers Developing as Educators/Activists, Liesl Buechler and Kate Lofton Chapter 13: Working within and against Heterosexist and Homophobic Schools: Social Justice and High School Journalism, Janet DePasquale Chapter 14: Following the Circles: Organizing for Justice through Literacy Education, Sarah Beaman-Jones Chapter 15: Response Chapter Building Relationships of Struggle and Solidarity, Angela Folkes, Cristina Mann, Melissa Mosley, Rebecca Rogers and Alina Slapac V. What Is and What Might Be Chapter 16: Designing Socially Just Learning Spaces Across the Lifespan: What Is and What Might Be Appendix I Declaration Statement Appendix II Frameworks of Critical Literacy Lab: Engaged Instruction References.
- (source: Nielsen Book Data)
- Publisher's Summary
- Demonstrating the power and potential of educators working together to use literacy practices that make changes in people's lives, this collaboratively written book blends the voices of participants in a teacher-led professional development group to provide a truly lifespan perspective on designing critical literacy practices. It joins these educators' stories with the history and practices of the group - K-12 classroom teachers, adult educators, university professors, and community activists who have worked together since 2001 to better understand the relationship between literacy and social justice.Exploring issues such as gender equity, linguistic diversity, civil rights and freedom and war, the book showcases teachers' reflective practice in action and offers insight into the possibilities and struggles of teaching literacy through a framework of social justice. "Designing Socially Just Learning Communities" models an innovative form of professional development for educators and researchers who are seeking ways to transform educational practices. The teachers' practices and actions - in their classrooms and as members of the teacher research group - will speak loudly to policy-makers, researchers, and activists who wish to work alongside them.
(source: Nielsen Book Data)
- Publication date
- [edited by] Rebecca Rogers ... [et al.].