|
Showing 1 - 6 of
6 matches in All Departments
Navigating Languages, Literacies and Identities showcases
innovative research at the interface of religion and
multilingualism, offering an analytical focus on religion in
children and adolescents' everyday lives and experiences. The
volume examines the connections between language and literacy
practices and social identities associated with religion in a
variety of sites of learning and socialization, namely homes,
religious education classes, places of worship, and faith-related
schools and secular schools. Contributors engage with a diverse set
of complex multiethnic and religious communities, and investigate
the rich multilingual, multiliterate and multi-scriptal practices
associated with religion which children and adolescents engage in
with a range of mediators, including siblings, peers, parents,
grandparents, religious leaders, and other members of the religious
community. The volume is organized into three sections according to
context and participants: (1) religious practices at home and
across generations, (2) religious education classes and places of
worship and (3) bridging home, school and community. The edited
book will be a valuable resource for researchers in applied
linguistics, linguistic anthropology, socio-linguistics,
intercultural communication, and early years, primary and secondary
education.
Early Childhood Education in the United States is rife with
contradictions, critique and innovation. It is a time when a status
quo - characterized by systemic, historic discrimination; teacher
de-professionalization; 'teaching to the test'; and attacks on
funding - is challenged by new technologies, new literacies and
transformative and critical perspectives and practices that defy
assumptions and biases to create cutting-edge, diverse
instantiations of Early Childhood Education for children, families,
and teachers. This volume, based on a special issue of the Early
Years journal written in 2016 before the new administration
announced its policies, aims to generate conversations about
developments in Early Childhood Education, situated within
classist/racist/linguicist and neoliberal contexts, and to analyze
critically where we are, where we might go and what we might do. It
is also an opportunity to share counter-narratives to the dominant
narratives promulgated by many, convinced that narrow, destructive
norms of appropriate practice, standards, and accountability, as
well as the curtailed achievement of children of Color, those from
low income communities, and emergent bilinguals are 'common sense'.
These counter-narratives - some about transformational projects
that have generated innovative perspectives and practices, and some
detailing critical analyses and projects that go beyond to explore
issues of power - contest education that disprivileges some
children and families while advocating education that is child- and
family-centered, culturally relevant and sustaining, equitable and
democratic. Our hope is that this work creates a 'space of dialogue
and human action' needed even more urgently today. This book was
originally published as a special issue of the Early Years journal.
Who are the teachers in children's literacy lives beyond their
school teachers and parents? This text is a compilation of studies
conducted in a variety of cross-cultural contexts where children
learn language and literacy with siblings, grandparents, peers and
community members. Focusing on the knowledge and skills of children
often invisible to educators, these illuminating studies highlight
how children skillfully draw from their varied cultural and
linguistic worlds to make sense of new experiences. generative
activity of young children and their mediating partners - family
members, peers and community members - as they syncretize
languages, literacies and cultural practices from varied contexts.
Through studies grounded in home, school, community school, nursery
and church settings, we see how children create for themselves
radical forms of teaching and learning in ways that are not
typically recognized, understood or valued in schools. about
literacy learning as well as their own teaching practices and
beliefs. It should be useful reading for teachers, teacher
educators, researchers and policy makers who seek to understand the
many pathways to literacy and use that knowledge to affect real
change in schools.
Who are the teachers in children's literacy lives beyond their
school teachers and parents? This text is a compilation of studies
conducted in a variety of cross-cultural contexts where children
learn language and literacy with siblings, grandparents, peers and
community members. Focusing on the knowledge and skills of children
often invisible to educators, these illuminating studies highlight
how children skillfully draw from their varied cultural and
linguistic worlds to make sense of new experiences. generative
activity of young children and their mediating partners - family
members, peers and community members - as they syncretize
languages, literacies and cultural practices from varied contexts.
Through studies grounded in home, school, community school, nursery
and church settings, we see how children create for themselves
radical forms of teaching and learning in ways that are not
typically recognized, understood or valued in schools. about
literacy learning as well as their own teaching practices and
beliefs. It should be useful reading for teachers, teacher
educators, researchers and policy makers who seek to understand the
many pathways to literacy and use that knowledge to affect real
change in schools.
Navigating Languages, Literacies and Identities showcases
innovative research at the interface of religion and
multilingualism, offering an analytical focus on religion in
children and adolescents' everyday lives and experiences. The
volume examines the connections between language and literacy
practices and social identities associated with religion in a
variety of sites of learning and socialization, namely homes,
religious education classes, places of worship, and faith-related
schools and secular schools. Contributors engage with a diverse set
of complex multiethnic and religious communities, and investigate
the rich multilingual, multiliterate and multi-scriptal practices
associated with religion which children and adolescents engage in
with a range of mediators, including siblings, peers, parents,
grandparents, religious leaders, and other members of the religious
community. The volume is organized into three sections according to
context and participants: (1) religious practices at home and
across generations, (2) religious education classes and places of
worship and (3) bridging home, school and community. The edited
book will be a valuable resource for researchers in applied
linguistics, linguistic anthropology, socio-linguistics,
intercultural communication, and early years, primary and secondary
education.
Early Childhood Education in the United States is rife with
contradictions, critique and innovation. It is a time when a status
quo - characterized by systemic, historic discrimination; teacher
de-professionalization; 'teaching to the test'; and attacks on
funding - is challenged by new technologies, new literacies and
transformative and critical perspectives and practices that defy
assumptions and biases to create cutting-edge, diverse
instantiations of Early Childhood Education for children, families,
and teachers. This volume, based on a special issue of the Early
Years journal written in 2016 before the new administration
announced its policies, aims to generate conversations about
developments in Early Childhood Education, situated within
classist/racist/linguicist and neoliberal contexts, and to analyze
critically where we are, where we might go and what we might do. It
is also an opportunity to share counter-narratives to the dominant
narratives promulgated by many, convinced that narrow, destructive
norms of appropriate practice, standards, and accountability, as
well as the curtailed achievement of children of Color, those from
low income communities, and emergent bilinguals are 'common sense'.
These counter-narratives - some about transformational projects
that have generated innovative perspectives and practices, and some
detailing critical analyses and projects that go beyond to explore
issues of power - contest education that disprivileges some
children and families while advocating education that is child- and
family-centered, culturally relevant and sustaining, equitable and
democratic. Our hope is that this work creates a 'space of dialogue
and human action' needed even more urgently today. This book was
originally published as a special issue of the Early Years journal.
|
You may like...
Morgan
Kate Mara, Jennifer Jason Leigh, …
Blu-ray disc
(1)
R70
Discovery Miles 700
|