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* Unique longitudinal study approach to highlighting immigrant
students and their families experience in schooling. * Diverse
methodological approaches, making this a compelling study of how
theoretical frameworks are used in academic research, and useful as
a model for other literacy scholars * Written by renowned literacy
scholar Cathy Compton-Lilly, this book brings together literacy,
multimodality, and an in-depth look at how literacy intersects with
sociolinguistic practices to inform hybrid identities
This volume examines revolutionary constructs in literacy education
and demonstrates how they have been gentrified, whitewashed, and
appropriated, losing their revolutionary edge so as to become
palatable for the mainstream. Written by top scholars in literacy
education, chapters cover key concepts that were originally
conceived as radical theories to upset the status quo-including
Third Space, Funds of Knowledge, Culturally Relevant Pedagogies,
and more. Each chapter addresses how the core theory was culturally
appropriated and de-fanged to support rather than take down racial
and societal hierarchies. Critiquing the harmful impact of watering
down these theories, the contributors offer ways to restore the
edge to these once groundbreaking ideas, reject racist and
assimilationist trends, and support the original vision behind
these liberatory theories. In so doing, this volume adopts a truly
radical, critical stance that is essential for researchers,
scholars, and students in literacy education.
* Unique longitudinal study approach to highlighting immigrant
students and their families experience in schooling. * Diverse
methodological approaches, making this a compelling study of how
theoretical frameworks are used in academic research, and useful as
a model for other literacy scholars * Written by renowned literacy
scholar Cathy Compton-Lilly, this book brings together literacy,
multimodality, and an in-depth look at how literacy intersects with
sociolinguistic practices to inform hybrid identities
This volume examines revolutionary constructs in literacy education
and demonstrates how they have been gentrified, whitewashed, and
appropriated, losing their revolutionary edge so as to become
palatable for the mainstream. Written by top scholars in literacy
education, chapters cover key concepts that were originally
conceived as radical theories to upset the status quo-including
Third Space, Funds of Knowledge, Culturally Relevant Pedagogies,
and more. Each chapter addresses how the core theory was culturally
appropriated and de-fanged to support rather than take down racial
and societal hierarchies. Critiquing the harmful impact of watering
down these theories, the contributors offer ways to restore the
edge to these once groundbreaking ideas, reject racist and
assimilationist trends, and support the original vision behind
these liberatory theories. In so doing, this volume adopts a truly
radical, critical stance that is essential for researchers,
scholars, and students in literacy education.
This book is a roadmap to the key decisions, processes, and
procedures to use when synthesizing qualitative literacy research.
Covering the major types of syntheses - including the dissertation
literature review, traditional literature review, integrative
literature review, meta-synthesis, and meta-ethnography -
Compton-Lilly, Rogers, and Lewis Ellison offer techniques and
frameworks to use when making sense of a large body of scholarship.
Addressing the standard and untraditional forms a research
synthesis can take, the authors provide clear and practical
examples of synthesis designs and techniques, and consider how
epistemological, ontological, and ethical questions arise when
designing and adapting a research synthesis. The extensive
appendices feature sample literature reviews, guidance on
communication with editors of journals, useful charts, and more.
The authors' critical reflection and analysis demonstrates how a
research synthesis is not simply a means to an end, but rather
reflects each scholar's interests, target audience, and message.
This book is crucial reading for undergraduate and graduate
students, as well as early career and more experienced researchers
in literacy education.
This book is a roadmap to the key decisions, processes, and
procedures to use when synthesizing qualitative literacy research.
Covering the major types of syntheses - including the dissertation
literature review, traditional literature review, integrative
literature review, meta-synthesis, and meta-ethnography -
Compton-Lilly, Rogers, and Lewis Ellison offer techniques and
frameworks to use when making sense of a large body of scholarship.
Addressing the standard and untraditional forms a research
synthesis can take, the authors provide clear and practical
examples of synthesis designs and techniques, and consider how
epistemological, ontological, and ethical questions arise when
designing and adapting a research synthesis. The extensive
appendices feature sample literature reviews, guidance on
communication with editors of journals, useful charts, and more.
The authors' critical reflection and analysis demonstrates how a
research synthesis is not simply a means to an end, but rather
reflects each scholar's interests, target audience, and message.
This book is crucial reading for undergraduate and graduate
students, as well as early career and more experienced researchers
in literacy education.
Reading Students' Lives documents literacy practices across time as
children move through school, with a focus on issues of schooling,
identity construction, and how students and their parents make
sense of students' lives across time. The final book in a series of
four that track a group of low-income African American students and
their parents across a decade, it follows the same children into
high school, bringing to the forefront issues and insights that are
invisible in shorter-term projects. This is a free-standing volume
that breaks new ground both theoretically and methodologically and
has important implications for children, schools, and educational
research. Its significant contributions include the unique
longitudinal nature of the study, the lens it casts on family
literacy practices during high school years, the close and situated
look at the experiences of children from communities that have been
historically underserved by schools, and the factors that
alltoooften cause many of these children to move further and
further away from school, eventually dropping out or failing to
graduate.
Literacy researchers interested in how specific sites of learning
situate students and the ways they make sense of their worlds are
asking new questions and thinking in new ways about how time and
space operate as contextual dimensions in the learning lives of
students, teachers, and families. These investigations inform
questions related to history, identity, methodology, in-school and
out-of school spaces, and local/global literacies. An engaging
blend of methodological, theoretical, and empirical work featuring
well-known researchers on the topic, this book provides a
conceptual framework for extending existing conceptions of context
and provides unique and ground-breaking examples of empirical
research.
Literacy researchers interested in how specific sites of learning
situate students and the ways they make sense of their worlds are
asking new questions and thinking in new ways about how time and
space operate as contextual dimensions in the learning lives of
students, teachers, and families. These investigations inform
questions related to history, identity, methodology, in-school and
out-of school spaces, and local/global literacies. An engaging
blend of methodological, theoretical, and empirical work featuring
well-known researchers on the topic, this book provides a
conceptual framework for extending existing conceptions of context
and provides unique and ground-breaking examples of empirical
research.
Reading Students' Lives documents literacy practices across time as
children move through school, with a focus on issues of schooling,
identity construction, and how students and their parents make
sense of students' lives across time. The final book in a series of
four that track a group of low-income African American students and
their parents across a decade, it follows the same children into
high school, bringing to the forefront issues and insights that are
invisible in shorter-term projects. This is a free-standing volume
that breaks new ground both theoretically and methodologically and
has important implications for children, schools, and educational
research. Its significant contributions include the unique
longitudinal nature of the study, the lens it casts on family
literacy practices during high school years, the close and situated
look at the experiences of children from communities that have been
historically underserved by schools, and the factors that
alltoooften cause many of these children to move further and
further away from school, eventually dropping out or failing to
graduate.
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