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We have developed this volume, Deep Reading, Deep Learning, as a
companion to our 2017 NCTE book, Deep Reading: Teaching Reading in
the Writing Classroom, which received the CCCC Outstanding Book
Award in 2019 for Best Edited Collection. In this volume we address
a range of social, ethical, and pedagogical issues that have
emerged as essential concerns for teachers of reading and writing,
especially those related to identity, culture, and positionality.
This new volume emphasizes the broad question of equity and social
justice in the acquisition and practice of literacy, and the
multifaceted lived reality of positionality related to race, class,
gender, disability, and language as experienced by students in the
classroom.
We have developed this volume, Deep Reading, Deep Learning, as a
companion to our 2017 NCTE book, Deep Reading: Teaching Reading in
the Writing Classroom, which received the CCCC Outstanding Book
Award in 2019 for Best Edited Collection. In this volume we address
a range of social, ethical, and pedagogical issues that have
emerged as essential concerns for teachers of reading and writing,
especially those related to identity, culture, and positionality.
This new volume emphasizes the broad question of equity and social
justice in the acquisition and practice of literacy, and the
multifaceted lived reality of positionality related to race, class,
gender, disability, and language as experienced by students in the
classroom.
Toward a Re-Emergence of James Moffett's Mindful, Spiritual, and
Student-Centered Pedagogy is an edited collection comprised of
thirteen original chapters and two vital reprints of Moffett's work
that have been out of print for more than thirty years. All of the
contributions in this volume are dedicated to pushing forward
Moffett's prescient ideas into the contemporary contexts of
teaching, learning, and the language arts which inform current
discussions of holistic education. The volume offers scholars,
educational professionals, teachers, and graduate students of
writing studies, rhetoric, composition, and English education a
practical guide to understanding the theory, methodology, and
praxis of James Moffett. This text is perfect for scholars at all
levels who are focused on language learning, writing and
composition, and mindfulness and spirituality in teaching and
learning or teacher educators seeking inventive approaches to
literacy learning which account for holistic conceptions of
development and the theory and history of composition. The volume
begins with an in-depth introduction to Moffett's work for those
new to Moffett studies and offers readers the tools to deepen or
begin the study of Moffett's ideas as well as resources for
continuing that work beyond this volume.
Toward a Re-Emergence of James Moffett's Mindful, Spiritual, and
Student-Centered Pedagogy is an edited collection comprised of
thirteen original chapters and two vital reprints of Moffett's work
that have been out of print for more than thirty years. All of the
contributions in this volume are dedicated to pushing forward
Moffett's prescient ideas into the contemporary contexts of
teaching, learning, and the language arts which inform current
discussions of holistic education. The volume offers scholars,
educational professionals, teachers, and graduate students of
writing studies, rhetoric, composition, and English education a
practical guide to understanding the theory, methodology, and
praxis of James Moffett. This text is perfect for scholars at all
levels who are focused on language learning, writing and
composition, and mindfulness and spirituality in teaching and
learning or teacher educators seeking inventive approaches to
literacy learning which account for holistic conceptions of
development and the theory and history of composition. The volume
begins with an in-depth introduction to Moffett's work for those
new to Moffett studies and offers readers the tools to deepen or
begin the study of Moffett's ideas as well as resources for
continuing that work beyond this volume.
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