Gunther Kress argues for a radical reappraisal of the phenomenon of
literacy, and hence for a profound shift in educational practice.
Through close attention to the plethora of objects which children
constantly produce--drawings, cut-outs, writings and collages--
Kress suggests a set of principles which reveal the underlying
coherence of children's actions-- actions which allow us to connect
them with attempts to make meaning before they acquire language and
writing.
This book provides fundamental challenges to commonly held
assumptions about both language and literacy and thought and
action. It places these challenges within the context of
speculation about the abilities which will become essential for
children as young adults, and calls for the radical decentering of
language in educational theory and practice.
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