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Now We Read, We See, We Speak - Portrait of Literacy Development in an Adult Freirean-Based Class (Paperback)
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Now We Read, We See, We Speak - Portrait of Literacy Development in an Adult Freirean-Based Class (Paperback)
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"Now We Read, We See, We Speak" compellingly captures eight women's
progress toward empowerment through a Freirean-based literacy class
in rural El Salvador and, in the process, provides telling lessons
for literacy and adult educators around the world.
This book fills a real gap in the educational literature on
critical theory and literacy teaching and learning. For the first
time, we have a multi-layered description and analysis of a
literacy class based on Freirean precepts and principles, through
the perspective of traditional literacy theory and as interpreted
through a literacy development lens. This allows us to consider how
the adult students learned to read and write within a classroom
context that embodies such Freirean precepts as dialogic
teacher/student relations; respect for and knowledge of the
learners' lives, language and culture; and intentionality about
social-political change. Thus, this book is directed toward
literacy practitioners, teachers, and researchers who may have
heard or read about critical theory but have a need for concrete
examples of the methodological implications of such theory.
Enlivening this account is the compelling description of the
histories and lives of the students in the literacy class
"campesinos" women who have survived a brutal and devastating civil
war in El Salvador and who, nevertheless, stepped forward to work
with a U.S.-trained literacy teacher, Robin Waterman, to learn to
read and write for purposes of personal and sociocultural
empowerment. The authors provide a highly readable presentation of
the historical and cultural contexts for the women and the literacy
class. They also raise issues of socioeconomic marginalization,
unequal power relationships, and gender as they relate to literacy
development.
Basing their account on meticulously gathered and analyzed
ethnographic data, Purcell-Gates and Waterman go beyond the
presentation of the study to suggest implications and issues for
adult literacy education in the United States, linking their
findings to current topics in adult education, as well as literacy
development in general.
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