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Record Nr. |
UNINA9910810701503321 |
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Titolo |
Language, literacy, and power in schooling / / edited by Teresa L. McCarty |
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Pubbl/distr/stampa |
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Mahwah, N.J., : L. Erlbaum Associates, 2005 |
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ISBN |
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1-135-62183-7 |
1-282-59640-3 |
9786612596407 |
1-4106-1354-2 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (345 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Literacy - Social aspects - United States |
Minorities - Education - United States |
Limited English-proficient students - Education - United States |
Educational equalization - United States |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Book Cover; Title; Copyright; Contents; Preface; Introduction: The Continuing Power of the "Great Divide"; I: "Taking Hold" of Local Literacies; 1: Indigenous Accounts of Dealing With Writing; 2: Negotiating for the Hopi Way of Life Through Literacy and Schooling; 3: The Power Within: Indigenous Literacies and Teacher Empowerment; 4: Seizing Academic Power: Indigenous Subaltern Voices, Metaliteracy, and Counternarratives in Higher Education; 5: Julia's "Story" of Schooling: A Borderlands Account; Commentary on Part I "...Entry Into Further Language": Contra Mystification by Language Hierarchies |
II: Literacy Practices in Diverse Classroom Contexts6: Reading, Writing, and Race: Literacy Practices of Teachers in Diverse Classrooms; 7: Student Voice and the Media of Biliteracy in Bi(multi)lingual/Multicultural Classrooms; 8: Researching Mathematics Teaching in Bilingual-Bicultural Classrooms; 9: Local Power Construction in a School of Socially Marginalized Students; Commentary on Part II Language and a Changing Social Context; III: Literacies and Knowledges in a Changing World Order; 10: Literacies, Schools, and Kinds of People |
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in the New Capitalism |
11: Globalization on the Border: Reimagining Economies, Identities, and Schooling in El Paso12: (Re)writing Inequality: Language of Crisis Implications in California Education Reform; Commentary on Part III Can Schools Effectively Challenge Coercive Power Relations in the Wider Society?; Afterword Reclaiming Critical Literacies; Author Index; Subject Index |
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Sommario/riassunto |
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Language, Literacy, and Power in Schooling brings critical ethnographic perspectives to bear on language, literacy, and power in culturally and linguistically diverse contexts, showing how literacy and schooling are negotiated by children and adults and how schooling becomes a key site of struggle over whose knowledge, discourses, and literacy practices ""count."" Part I examines tensions between the local and the general in literacy development and use; Part II considers face-to-face interactions surrounding literacy practices in ethnically diverse classrooms; and Part III widens the e |
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