|
|
Product Description
Drawing on Dialogical Self Theory, this book presents a new framework for social and cultural identity construction in the literacy classroom, offering possibilities for how teachers might adjust their pedagogy to better support the range of cultural stances present in all classrooms.
In the complex multicultural/multiethnic/multilingual contexts of learning in and out of school spaces today, students and teachers are constantly dialoguing across cultures, both internally and externally, and these cultures are in dialogue with each other. The authors unpack some of the complexity of culture and identity, what people do with culture and identity, and how people navigate multiple cultures and identities. Readers are invited to re-examine how they view different cultures and the roles these play in their lives, and to dialogue with the authors about cultures, learning, literacy, identity, and agency.
Customers Who Bought This Item Also Bought
- Dialogical Self Theory: Positioning And Counter-Positioning In A Globalizing Society
- On Dialogue
- Releasing the Imagination: Essays on Education, the Arts, and Social Change
- Variations on a Blue Guitar: The Lincoln Center Institute Lectures on Aesthetic Education
- Pedagogy of the Oppressed
- Teaching for the Students: Habits of Heart, Mind, and Practice in the Engaged Classroom
- The Dialogic Imagination: Four Essays (University of Texas Press Slavic Series)
- Letting Go of Literary Whiteness: Antiracist Literature Instruction for White Students (Language and Literacy Series)
- We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom
- When Kids Can't Read: What Teachers Can Do: A Guide for Teachers 6-12
*If this is not the "Dialoguing across Cultures, Identities, and Learning (Language, Culture, and Teaching Series)" product you were looking for, you can check the other results by clicking this link
.
Details were last updated on Dec 24, 2024 00:12 +08.
