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Literacies of Power - What Americans Are Not Allowed to Know With New Commentary by Shirley Steinberg, Joe Kincheloe, and Peter McLaren (Paperback, Enlarged Ed)
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Literacies of Power - What Americans Are Not Allowed to Know With New Commentary by Shirley Steinberg, Joe Kincheloe, and Peter McLaren (Paperback, Enlarged Ed)
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Now updated with new material from the author and other leading
scholars in the field, Literacies of Power illustrates ways in
which schools, media and other social institutions perpetuate
ignorance. In Boston, twelve-year-old student David Spritzler faced
disciplinary action from his school for his vocal questioning of
the Pledge of Allegiance, which celebrates liberty and justice for
all. The boy's concerns were not taken by the teacher as an
opportunity to engage the class in a discussion of the country's
problems, such as homelessness, which could be seen just outside on
Boston's streets. Across the river, at prestigious MIT, a linguist
student told her colleague that she could not take time to read
literature outside of theoretical linguistics if she wanted to be a
top scholar in her field. Even essays that linked linguistics to
its historical and social context fell outside her diligent pursuit
of theory. What do these two seemingly disparate events have in
common? According to Donaldo Macedo, they are part of an
educational legacy that stifles critical thinking favour of
indoctrination and specialization. students in the kind of broad,
critical thinking necessary for responsible citizenship.
Challenging conservatives like Allan Bloom and E.D. Hirsch, Macedo
shows why so-called common culture literacy is a form of dominant
cultural reproduction that undermines independent thought and goes
against the best interests of our students. Offering a wide-ranging
counterargument, Macedo shows why cultural literacy cannot be
restricted to the acquisition of Western heritage values, which
sustain an ideology that systematically negates the cultural
experiences of many members of society - not only minorities but
also anyone who is poor or disenfranchised. Macedo calls on his own
experience as a Cape Verdean immigrant from West Africa who ad to
surmount the barriers imposed by the world's most entrenched
monolingual system of higher education. His eloquence in this book
is testimony to the very idea that critical thinking and good
education are not and must not be culturally or linguistically
bounded.
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