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Books > Language & Literature > Language & linguistics > Semantics (meaning) > Lexicography
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Now We Read, We See, We Speak - Portrait of Literacy Development in an Adult Freirean-Based Class (Hardcover)
Loot Price: R2,759
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Now We Read, We See, We Speak - Portrait of Literacy Development in an Adult Freirean-Based Class (Hardcover)
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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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