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Showing 1 - 21 of 21 matches in All Departments
Winner of the Comedy Women in Print Unpublished Prize! How do you solve your own murder when you're already dead? Purgatory (noun): 1. Where the dead are sent to atone. 2. A place of suffering or torment. 3. A youth hostel where the occupants play Scrabble and the mattresses are paper thin. When Dave wakes up in his own personal purgatory (St Ives Youth Hostel circa 1992), he's shocked to discover he's dead. And worse - he was murdered. Heaven doesn't know who did it so with the help of two rogue angels, Dave must uncover the truth. As divine forces from both sides start to play the game, can Dave get out of this alive? Or at the very least, with his soul intact?
This book argues for the importance of bringing women and gender more directly into the dynamic field of exposition studies. Reclaiming women for the history of world fairs (1876-1937), it also seeks to introduce new voices into these studies, dialoguing across disciplinary and national historiographies. From the outset, women participated not only as spectators, but also as artists, writers, educators, artisans and workers, without figuring among the organizers of international exhibitions until the 20th century. Their presence became more pointedly acknowledged as feminist movements developed within the Western World and specific spaces dedicated to women's achievements emerged. International exhibitions emerged as showcases of "modernity" and "progress," but also as windows onto the foreign, the different, the unexpected and the spectacular. As public rituals of celebration, they transposed national ceremonies and protests onto an international stage. For spectators, exhibitions brought the world home; for organizers, the entire world was a fair. Women were actors and writers of the fair narrative, although acknowledgment of their contribution was uneven and often ephemeral. Uncovering such silence highlights how gendered the triumphant history of modernity was, and reveals the ways women as a category engaged with modern life within that quintessential modern space-the world fair.
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.
This book argues for the importance of bringing women and gender more directly into the dynamic field of exposition studies. Reclaiming women for the history of world fairs (1876-1937), it also seeks to introduce new voices into these studies, dialoguing across disciplinary and national historiographies. From the outset, women participated not only as spectators, but also as artists, writers, educators, artisans and workers, without figuring among the organizers of international exhibitions until the 20th century. Their presence became more pointedly acknowledged as feminist movements developed within the Western World and specific spaces dedicated to women's achievements emerged. International exhibitions emerged as showcases of "modernity" and "progress," but also as windows onto the foreign, the different, the unexpected and the spectacular. As public rituals of celebration, they transposed national ceremonies and protests onto an international stage. For spectators, exhibitions brought the world home; for organizers, the entire world was a fair. Women were actors and writers of the fair narrative, although acknowledgment of their contribution was uneven and often ephemeral. Uncovering such silence highlights how gendered the triumphant history of modernity was, and reveals the ways women as a category engaged with modern life within that quintessential modern space-the world fair.
Offering a unique, reflexive framework for Critical Discourse Analysis focused on discourses of hope, transformation, and liberation, this book showcases a variety of powerful literacies in action. Drawing from original research in a range of public, educational spaces across the lifespan-from Kindergartners studying social justice movements, to sixth graders designing a social justice museum exhibit focused on the environment and sustainability, to teacher education students practicing racial literacy in response to the death of Michael Brown in Ferguson, Missouri-Rogers makes the case that critical social theories often associated with Critical Discourse Analysis have not kept pace with a recent shift toward the positive, referred to as Positive Discourse Analysis. Encouraging readers to reconsider their understanding of concepts such as power, action, context, critique, and reflexivity, this book illustrates the potential of theorizing discourse analysis from a positive orientation.
Accessible yet theoretically rich, this landmark text introduces key concepts and issues in critical discourse analysis and situates these within the field of educational research. The book invites readers to consider the theories and methods of three major traditions in critical discourse studies -- discourse analysis, critical discourse analysis, and multimodal discourse analysis -- through the empirical work of leading scholars in the field. Beyond providing a useful overview, it contextualizes CDA in a wide range of learning environments and identifies how CDA can shed new insights on learning and social change. Detailed analytic procedures are included -- to demystify the process of conducting CDA, to invite conversations about issues of trustworthiness of interpretations and their value to educational contexts, and to encourage researchers to build on the scholarship in critical discourse studies. This edition features a new structure; a touchstone chapter in each section by a recognized expert (Gee, Fairclough, Kress); and a stronger international focus on both theories and methods. NEW Companion Website with Chapter Extensions; Interviews; Bibliographies; and Resources for Teaching Critical Discourse Analysis.
Demonstrating the power and potential of educators working together to use literacy practices that make changes in people's lives, this collaboratively written book blends the voices of participants in a teacher-led professional development group to provide a truly lifespan perspective on designing critical literacy practices. It joins these educators stories with the history and practices of the group - K-12 classroom teachers, adult educators, university professors, and community activists who have worked together since 2001 to better understand the relationship between literacy and social justice. Exploring issues such as gender equity, linguistic diversity, civil rights and freedom and war, the book showcases teachers reflective practice in action and offers insight into the possibilities and struggles of teaching literacy through a framework of social justice. Designing Socially Just Learning Communities models an innovative form of professional development for educators and researchers who are seeking ways to transform educational practices. The teachers' practices and actions in their classrooms and as members of the teacher research group will speak loudly to policy-makers, researchers, and activists who wish to work alongside them.
Demonstrating the power and potential of educators working together to use literacy practices that make changes in people's lives, this collaboratively written book blends the voices of participants in a teacher-led professional development group to provide a truly lifespan perspective on designing critical literacy practices. It joins these educators' stories with the history and practices of the group - K-12 classroom teachers, adult educators, university professors, and community activists who have worked together since 2001 to better understand the relationship between literacy and social justice. Exploring issues such as gender equity, linguistic diversity, civil rights and freedom and war, the book showcases teachers' reflective practice in action and offers insight into the possibilities and struggles of teaching literacy through a framework of social justice. Designing Socially Just Learning Communities models an innovative form of professional development for educators and researchers who are seeking ways to transform educational practices. The teachers' practices and actions - in their classrooms and as members of the teacher research group - will speak loudly to policy-makers, researchers, and activists who wish to work alongside them.
This book examines the literacy practices of exemplary adult education teachers working within critical literacy frameworks. It provides an in-depth look at the complexity of adult literacy education through the lenses of these teachers. An understanding of this complexity helps teachers design literacy practices in classrooms on a daily basis. This is an important book for there is considerable pedagogical and political attention focused on adult literacy education at this time. As the field of adult education continues to grapple with issues of teacher professionalization/certification, it adds a much needed teacher perspective. Appropriate as a text for adult education courses, this volume will also appeal to researchers, teacher educators, practitioners, and graduate students across the field of literacy education.
Eugenie Luce was a French schoolteacher who fled her husband and
abandoned her family, migrating to Algeria in the early 1830s. By
the mid-1840s she had become a major figure in debates around
educational policies, insisting that women were a critical
dimension of the French effort to effect a fusion of the races. To
aid this fusion, she founded the first French school for Muslim
girls in Algiers in 1845, which thrived until authorities cut off
her funding in 1861. At this point, she switched from teaching
spelling, grammar, and sewing, to embroidery--an endeavor that
attracted the attention of prominent British feminists and gave her
school a celebrated reputation for generations.
Uniquely bringing together discourse analysis, critical literacy, and teacher research, this book invites teacher educators, literacy researchers, and discourse analysts to consider how discourse analysis can be used to foster critical literacy education. It is both a guide for conducting critical discourse analysis and a look at how the authors, alongside their teacher education students, used the tools of discourse analysis to inquire into, critique, and design critical literacy practices. Through an intimate look at the workings of a university teacher education course and the discourse analysis tools that teacher-researchers use to understand their classrooms, the book provides examples of both pre-service teachers and teacher educators becoming critically literate. The context-rich examples highlight the ways in which discourse analysis aids teachers' decision making in the moment and reflections on their practice over time. Readers learn to conduct discourse analysis as they read about critical literacy practices at the university level. Designed to be interactive, each chapter features step-by-step procedures for conducting each kind of discourse analysis (narrative, critically oriented, multimodal), sample analyses, and additional readings and resources. By attending to the micro-interactions as well as processes that unfold across time, the book illustrates the power and potential of discourse analysis as a pedagogical and research tool.
Uniquely bringing together discourse analysis, critical literacy, and teacher research, this book invites teacher educators, literacy researchers, and discourse analysts to consider how discourse analysis can be used to foster critical literacy education. It is both a guide for conducting critical discourse analysis and a look at how the authors, alongside their teacher education students, used the tools of discourse analysis to inquire into, critique, and design critical literacy practices. Through an intimate look at the workings of a university teacher education course and the discourse analysis tools that teacher-researchers use to understand their classrooms, the book provides examples of both pre-service teachers and teacher educators becoming critically literate. The context-rich examples highlight the ways in which discourse analysis aids teachers' decision making in the moment and reflections on their practice over time. Readers learn to conduct discourse analysis as they read about critical literacy practices at the university level. Designed to be interactive, each chapter features step-by-step procedures for conducting each kind of discourse analysis (narrative, critically oriented, multimodal), sample analyses, and additional readings and resources. By attending to the micro-interactions as well as processes that unfold across time, the book illustrates the power and potential of discourse analysis as a pedagogical and research tool.
Accessible yet theoretically rich, this landmark text introduces key concepts and issues in critical discourse analysis and situates these within the field of educational research. The book invites readers to consider the theories and methods of three major traditions in critical discourse studies -- discourse analysis, critical discourse analysis, and multimodal discourse analysis -- through the empirical work of leading scholars in the field. Beyond providing a useful overview, it contextualizes CDA in a wide range of learning environments and identifies how CDA can shed new insights on learning and social change. Detailed analytic procedures are included -- to demystify the process of conducting CDA, to invite conversations about issues of trustworthiness of interpretations and their value to educational contexts, and to encourage researchers to build on the scholarship in critical discourse studies. This edition features a new structure; a touchstone chapter in each section by a recognized expert (Gee, Fairclough, Kress); and a stronger international focus on both theories and methods. NEW Companion Website with Chapter Extensions; Interviews; Bibliographies; and Resources for Teaching Critical Discourse Analysis.
Offering a unique, reflexive framework for Critical Discourse Analysis focused on discourses of hope, transformation, and liberation, this book showcases a variety of powerful literacies in action. Drawing from original research in a range of public, educational spaces across the lifespan-from Kindergartners studying social justice movements, to sixth graders designing a social justice museum exhibit focused on the environment and sustainability, to teacher education students practicing racial literacy in response to the death of Michael Brown in Ferguson, Missouri-Rogers makes the case that critical social theories often associated with Critical Discourse Analysis have not kept pace with a recent shift toward the positive, referred to as Positive Discourse Analysis. Encouraging readers to reconsider their understanding of concepts such as power, action, context, critique, and reflexivity, this book illustrates the potential of theorizing discourse analysis from a positive orientation.
In this groundbreaking, cross-disciplinary book, Rebecca Rogers
explores the complexity of family literacy practices through an
in-depth case study of one family, the attendant issues of power
and identity, and contemporary social debates about the connections
between literacy and society. The study focuses on June Treader and
her daughter Vicky, urban African Americans labeled as "low income"
and "low literate." Using participant-observation, ethnographic
interviewing, photography, document collection, and discourse
analysis, Rogers describes and explains the complexities of
identity, power, and discursive practices that June and Vicky
engage with in their daily life as they proficiently, critically,
and strategically negotiate language and literacy in their home and
community. She explores why, despite their proficiencies, neither
June or Vicky sees themselves as literate, and how this and other
contradictions prevent them from transforming their literate
capital into social profit. This study contributes in multiple ways
to extending both theoretically and empirically existing research
on literacy, identity, and power:
In this groundbreaking, cross-disciplinary book, Rebecca Rogers
explores the complexity of family literacy practices through an
in-depth case study of one family, the attendant issues of power
and identity, and contemporary social debates about the connections
between literacy and society. The study focuses on June Treader and
her daughter Vicky, urban African Americans labeled as "low income"
and "low literate." Using participant-observation, ethnographic
interviewing, photography, document collection, and discourse
analysis, Rogers describes and explains the complexities of
identity, power, and discursive practices that June and Vicky
engage with in their daily life as they proficiently, critically,
and strategically negotiate language and literacy in their home and
community. She explores why, despite their proficiencies, neither
June or Vicky sees themselves as literate, and how this and other
contradictions prevent them from transforming their literate
capital into social profit. This study contributes in multiple ways
to extending both theoretically and empirically existing research
on literacy, identity, and power:
This book examines the literacy practices of exemplary adult education teachers working within critical literacy frameworks. It provides an in-depth look at the complexity of adult literacy education through the lenses of these teachers. An understanding of this complexity helps teachers design literacy practices in classrooms on a daily basis. This is an important book for there is considerable pedagogical and political attention focused on adult literacy education at this time. As the field of adult education continues to grapple with issues of teacher professionalization/certification, it adds a much needed teacher perspective. Appropriate as a text for adult education courses, this volume will also appeal to researchers, teacher educators, practitioners, and graduate students across the field of literacy education.
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