which they do and do not approach literacy pedagogy by incorporating more critical analysis into classroom discourses from a postmodern perspective . They will be more prepared to address females , minorities , and the poor , who have ...
Author: Mary Frances Agnello
Publisher: Peter Lang Pub Incorporated
This book traces the development of four literacy discourses over twenty-five years: human capital, cultural, critical, and feminist literacy. By analyzing four federal educational policies and their specific references to literacy, language instruction, and key signifiers of the kinds of literacy prescribed for teachers and students, Mary Frances Agnello describes how the discourses of human capital and cultural literacy have been and remain predominant over the lesser well-known discourses of critical and feminist literacy. Tracing the proliferations and transformations in the meanings of literacy, Agnello looks to trends generated by the last wave of educational reform. She employs a vehicle of literacy policy analysis to locate where power is exercised to both define and develop literacy in the citizenry at large. As teachers and students question their positions with respect to these policies, they can become more self-directed promoters of democratic classroom literacy practices.
A postmodern literacy policy analysis (Peter Lang); Jackson, I.E. (1994). Foucault and education policy analysis: Head Start and the special case of African Americans, University of Missouri, St. Louis; and Shutkin, D. (1994).
A postmodern literacy policy analysis (Peter Lang); Jackson, I.E. (1994). Foucault and education policy analysis: Head Start and the special case of African Americans, University of Missouri, St. Louis; and Shutkin, D. ( 1994).
Author: Mary Frances AgnelloPublish On: 2015-12-22
A postmodern literacy policy analysis. New York: Peter Lang. Brock, R., Malott, C. S., & Villaverde, L. E. (2011). Teaching Joe L. Kincheloe. New York: Peter Lang. Kincheloe, J. L. (1991). Teachers as researchers: Qualitative inquire as ...
Author: Mary Frances Agnello
This edited text recaptures many of Joe L. Kincheloe’s national and international influences. An advocate and a scholar in the social, historical, and philosophical foundations of education, he dedicated his professional life to his vision of critical pedagogy. The authors in this volume found mentorship, as well as kinship, in Joe and express the many ways in which he and his work made profound differences in their work and lives. Joe’s research always pushed the limits of what critically reflective and informed teaching entailed, never diluting the import of comprehending the complexity of sociopolitical, cultural, economic, and educational discourses and practices. Dedicated to a praxis of social and political activism rooted in students’ development as citizens and workers, the labor of teachers as action researchers, cultural workers, and social mediators is always at the heart of all he achieved. We who were so influenced directly and indirectly by him knew his genius and relished the generosity with which he shared his ideas, advice, encouragement, and art. The world is better because of Joe L. Kincheloe scholarship—inextricably related to “critical” critical thinking and enactment of education that tenaciously interrupts complacency, mediocrity, always responding thoughtfully to particular educational contexts.
I was reading the brochure from this one local college, and they offer ... Instruct individual students to create a summary table and/or creative poster that reveal community, family, ... A postmodern literacy policy analysis ...
Author: Thomas A. Lucey
Category: Business & Economics
Scholarship related to financial and consumer education largely concerns itself with the acquisition, management, and growth of financial resources. In a global setting that witnesses increasing competition for natural resources, along with diminishing appreciation for human rights, a challenge for financial and consumer educators involves developing foundation for bettering individual wealth in manners that respect all members of a global society. Reframing Financial Literacy fills this need by providing literature that examines a broad view of financial literacy by connecting financial practice with issues of citizenship, along with personal and professional identity. It relates these issues to educational theory and practice to provide the reader with information about the relevance of improving social worth, while bettering financial wealth. Boasting 14 previously unpublished chapters from an international slate of authors, and classroom adaptable lesson plans for each chapter, Reframing Financial Literacy will interest both teachers and researchers with its exciting classroom activities and its provocative content. This is a must work that no education professional should be without.
A postmodern literacy policy analysis. New York: Peter Lang. Baron, N. (2003). Why email looks like speech: Proofreading, pedagogy and public face. In J. Aitcheson & D.M. Lewis (Eds.), New media language (pp. 85–94). London: Routledge.
Author: Jim Cummins
Publisher: Springer Science & Business Media
This two volume handbook provides a comprehensive examination of policy, practice, research and theory related to English Language Teaching in international contexts. More than 70 chapters highlight the research foundation for best practices, frameworks for policy decisions, and areas of consensus and controversy in second language acquisition and pedagogy. The Handbook provides a unique resource for policy makers, educational administrators, and researchers concerned with meeting the increasing demand for effective English language teaching. It offers a strongly socio-cultural view of language learning and teaching. It is comprehensive and global in perspective with a range of fresh new voices in English language teaching research.
Her most recently published work included studies of teacher beliefs about culture and literacy , multicultural issues in higher education , and student critical thinking . Her book , A Postmodern Literacy Policy Analysis ( 2001 ) ...
Striving for Political Literacy and Social Justice Darren E. Lund, Paul R. Carr ... Her book A Postmodern Literacy Policy Analysis ( 2001 ) as well as several subsequent publications address literacy policy and several discourses of ...
Author: Darren E. Lund
Publisher: Peter Lang
In this provocative collection of essays with a distinctly critical and nuanced approach to how democracy is taught, learned, understood, and lived, authors from four continents share their visions on how democracy needs to be cultivated, critiqued, demonstrated, and manifested throughout the educational experience. The collective concern is how we actually do democracy in education. The essays argue that democracy must be infused in everything that happens at school: curriculum, extra-curricular activities, interaction with parents and communities, and through formal organization and structures. One of the book's central questions is: Are educators merely teaching students skills and knowledge to prepare them for the world of work, or is education more about encouraging students to thrive within a pluralistic society? This book reveals that democracy is an ethos, an ideology, a set of values, a philosophy, and a complex and dynamic terrain that is a contested forum for debate. From seasoned veterans to emerging scholars, these writers challenge the idea that there is only one type of democracy, or that democracy is defined by elections. Using a range of theoretical, conceptual, and methodological approaches, each essay makes a compelling case for how education can advance a more critical engagement in democracy that promotes social justice and political literacy for all. Diverse examples illustrate the theme of doing democracy. With its numerous models for teaching and learning to encourage critical thinking and engagement, this book is certain to be an invaluable resource to educators, researchers, students, and anyone with a passion for democratic ideals.
A postmodern literacy policy analysis. new york, ny: Peter lang. agnello, M. F. (2007). Public understanding to political voice: action research and generative curricular practices in issues and reform. The Social Studies, 98(5), ...
Author: Michael Schwartz
Publisher: Emerald Group Publishing
Category: Business & Economics
This volume includes six varied contributions to the study of visual ethics in organizations. The implications of our visual world for organizational life and personal behaviour have received scant research attention. This volume sets out to address that lack of research.
Mary Frances' doctoral study of discourses of literacy was published as A Postmodern Literacy Policy Analysis (2001) and a co-authored text A Critically Compassionate Financial Literacy (2015) have furthered her interest in the ...
Author: Naoko Araki
No one is born fully-formed: it is through self-experience in the world that we become what we are. – Paulo Freire Diversity in Japanese Education explores ‘self-experience’ of individual learners and educators in Japan. The word ‘diversity’ is not limited to one’s ethnic background. Here, diversity refers to one’s pedagogical experiences and life experiences; to the norms, beliefs and values that impact such relations. These experiences and relations are fluid as they are shaped and reshaped in global and glocal settings. They are also reflected in praxis of English language learning and teaching in Japan. The authors’ educational backgrounds vary but they all share the common ground of being educators in Japan. Through being involved in learning and/or teaching English language in Japan, they have witnessed and experienced ‘diversity’ in their own pedagogical context. The book focuses on shifting critical and reflexive eyes on qualitative studies of pedagogical experiences rather than presenting one ‘fixed’ view of Japanese education.
... find spaces where they can take action in their workplaces, and to become theorists in their own right as they build on the work of theorists who preceded them. References Agnello, M.F. (2001) A Postmodern Literacy Policy Analysis (New.
Author: Victoria Perselli
Category: Social Science
Where does theory come from in educational research and how is it operationalized in diverse, interdisciplinary contexts and professional settings? This volume examines the places and spaces of theory in doctoral work across a wide range of interdisciplinary themes and fields of inquiry on a global scale.
A postmodern literacy policy analysis. New York, NY: Peter Lang. Asselin, M., Early, M., 8: Filipenko, M. (2006). Accountability, assessment, and the literacies of information and communication technologies.
Author: Lee B. Abraham
Publisher: John Benjamins Publishing
Category: Language Arts & Disciplines
New technologies are constantly transforming traditional notions of language use and literacy in online communication environments. While previous research has provided a foundation for understanding the use of new technologies in instructed second language environments, few studies have investigated new literacies and electronic discourse beyond the classroom setting. This volume seeks to address this gap by providing corpus-based and empirical studies of electronic discourse analyzing social and linguistic variation as well as communicative practices in chat, discussion forums, blogs, and podcasts. Several chapters also examine the assessment and integration of new literacies. This volume will serve as a valuable resource for researchers, teachers, and students interested in exploring electronic discourse and new literacies in language learning and teaching.
Emphasizing language , literacy , and culture , she focuses her research on critical pedagogy , diversity studies , and environmental sustainability . She is the author of A Postmodern Literacy Policy Analysis .
Author: Dennis Earl Fehr
Publisher: Peter Lang
In today's public schools, teachers are often discouraged by the restrictions placed on them by the education system: federal mandates such as No Child Left Behind, excessive emphasis on standardized testing, pre-packaged curricula, inadequate funding, overcrowded classrooms, cultural incongruence, and social injustices. Teachers feel thwarted from meeting the unique needs of each student, and students continue to fall between the cracks in the system. This book encourages educators to teach boldly, using wisdom and courage to do what they know is best for their students despite the obstacles. A collection of letters from leading educators and scholars to practicing and future teachers, Teach Boldly! offers advice, encouragement, and inspiration in the form of bold, innovative ideas to ignite teachers' passion for their work in the midst of a range of discouraging situations. The book can be used as a resource for practicing teachers or as a textbook in teacher education programs. It is relevant to courses in foundations of education, curriculum studies, issues in education, education policy, critical pedagogy, ethics in education, school reform, and educational leadership.
Author: Heather LotheringtonPublish On: 2012-04-23
A postmodern literacy policy analysis. New York, NY: Peter Lang. Allen, G. (2000). Intertextuality. London, England: Routledge. Amaro, G. (2000). Curriculum innovation in Portugal: The “Area Escola”—an arena for cross-curricular ...
Author: Heather Lotherington
A CHOICE Outstanding Academic Title 2012! Based on case studies from public schools in Toronto, Canada, this book chronicles an inspiring five-year journey to develop thinking about and teaching literacy for the 21st century. The research, which was classroom-based and developed by public school teachers in collaboration with university researchers, was stimulated by an ethnographic study at Joyce Public School to track children learning to read in an era of multiliteracies. Following the kindergarteners’ interest in Goldilocks and the Three Bears, Lotherington asked the principal: What would Goldilocks look like, retold through the eyes of the children? The resulting classroom experiment to transform learning to read a storybook into multimodal collaborative story-telling sparked the development of an award-winning school-university learning community dedicated to the development of multimodal literacies in the culturally diverse, urban classroom. Pedagogy of Multiliteracies tells the evolving story of teachers’ trial-and-error interventions to engage children in multiple modes of expression involving structured play with contemporary media. Using the complex texts created, the teachers carve spaces to welcome the voices of children and the languages of the community into the English-medium classroom.
AGNELLO, M. (2001) A Postmodern Literacy Policy Analysis, New York, Peter Lang. ALFORD, C. (1993) 'Introduction to the special issue on political psychology and political theory,' Political Psychology, 14, 2, pp. 199–208.
Author: Joe L. Kincheloe
Publisher: Psychology Press
Argues that teachers should engage in research to increase their skills in the classroom and improve the quality of education for their students.
Agnello, M. (2001) A Postmodern Literacy Policy Analysis, New York, Peter Lang. Alford, C. (1993) 'Introduction to the special issue on political psychology and political theory,' Political Psychology, 14, 2, pp. 199–208.
Author: Joe L Kincheloe
Teachers as Researchers urges teachers - as both producers and consumers of knowledge - to engage in the debate about educational research by undertaking meaningful research themselves. Teachers are being encouraged to carry out research in order to improve their effectiveness in the classroom, but this book suggests that they also reflect on and challenge the reductionist and technicist methods that promote a 'top down' system of education. It argues that only by engaging in complex, critical research will teachers rediscover their professional status, empower their practice in the classroom and improve the quality of education for their pupils. Now re-released to introduce this classic guide for teachers, the new edition of Teachers as Researchers now also includes an introductory chapter by Shirley R. Steinberg that sets the book within the context of both the subject and the historical perspective. In addition, she also provides information on some key writing that extends the bibliography of this influential book thereby bringing the material fully up to date with current research. Postgraduate students of education and experienced teachers will find much to inspire and encourage them in this definitive book.
Emphasizing language, literacy, and culture, she focuses her research on critical pedagogy, diversity studies, and environmental sustainability. She is the author of A Postmodern Literacy Policy Analysis. Mohammed Saleh AlBalawi is ...
Author: Khosrow-Pour, Mehdi
Publisher: IGI Global
With the demand to maintain a competitive advantage, the assessment and evaluation of education is vital in measuring the knowledge and skills of the students, community, and educational system as a whole by providing educators with the facts needed to enhance and improve the learning process. Cases on Assessment and Evaluation in Education presents a collection of case studies describing the methods used to assess an education course, what factors to assess, as well as which factors determine the success of these factors. This casebook aims to bring together different research perspectives on the questions surrounding the issues of educational assessment and evaluation.
604–39 Adams, F. 1975 Unearthing Seeds of Fire: The idea of Highlander WinstonSalem, NC: John Blair Agnello, M. 2001 A Postmodern Literacy Policy Analysis New York: Peter Lang Ainley, P. & Corbett. J. 1994 'From vocationalism to ...
Author: Griff Foley
Publisher: McGraw-Hill Education (UK)
Annotation. â&€&œGriff Foley has done those of us who are interested in adult learning a favourâ&€¦ Dimensions of Adult Learning provides an up-to-date, internationally relevant and comprehensive overview of an increasingly diverse field of studyâ&€¦ an ideal introduction to the field for teachers, researchers and policy-makers."Journal of Education and Work â&€&œ[The book] lives up to its ambitious name and has something to offer policy-makers and practitioners who want to take a fresh look at the expanding world of adult learning.â&€& Talisman â&€&œThis timely and valuable book makes an important contribution to our understanding of key recent developments in adult education and their significance. Reflecting the increasingly global nature of scholarship in the field, well-respected international contributors analyse issues facing practitioners today and consider how these can be most positively embraced to further the international cause of adult learning and social justice.â&€& â&€&“ Janet Hannah, University of Nottingham. This broad introduction to adult and post-compulsory education offers an overview of the field for students, adult educators and workplace trainers. The book establishes an analytical framework to emphasise the nature of learning and agency of learners; examines the core knowledge and skills that adult educators need; discusses policy, research and history of adult education, and surveys innovations and issues in adult education and learning. It also examines adult learning in different contexts: on-line learning, problem-based learning, organisational and vocational learning. Edited by internationally known academic Griff Foley, the book features chapters from leading contributors in the UK, North America, Australia and worldwide. Contributors: Damon Anderson, Francesca Beddie; Carmel Borg; Bob Boughton; Mike Brown; Shauna Butterwick; Tara Fenwick; Laurie Field; Keith Forrester; Vernon Galloway;Andrew Gonczi; Nancy Grudens-Schuck; Joce Jesson; Linda Leach; Peter Mayo; John McIntyre; Paul McTigue; Mike Newman; Tom Nesbit; Kjell Rubenson; Peter Rushbrook; Tom Sork; Barbara Sparks; Bruce Spencer; Peter Stephenson; Nelly Stromquist; Lucy Taksa; Mark Tennant; Shirley Walters; Michael Welton