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Articles 1 - 3 of 3
Full-Text Articles in Education
The Art Museum: A Site For Developing Second Language And Academic Discourse Processes, Rosalind Horowitz, Kristy Masten
The Art Museum: A Site For Developing Second Language And Academic Discourse Processes, Rosalind Horowitz, Kristy Masten
Journal of Pedagogy, Pluralism, and Practice
This chapter presents the art museum as a socio-cultural learning site, where emergent bilingual students engage in multiple modes of expression to expand oral, written, and visual literacies for academic purposes An historical view of the art museum as an educational space is considered with past limitations and new directions. Theoretical considerations contributing to new conceptualizations of the museum as a contextual- space for development of academic discourses provide a backdrop for new museum approaches. After describing the situated perspective of the authors who work with students at a Hispanic Serving Institution, we offer three approaches for incorporating the museum …
What Is Critical Literacy?, Ira Shor
What Is Critical Literacy?, Ira Shor
Journal of Pedagogy, Pluralism, and Practice
We are what we say and do. The way we speak and are spoken to help shape us into the people we become. Through words and other actions, we build ourselves in a world that is building us. That world addresses us to produce the different identities we carry forward in life: men are addressed differently than are women, people of color differently than whites, elite students differently than those from working families. Yet, though language is fateful in teaching us what kind of people to become and what kind of society to make, discourse is not destiny. We can …
Taking Charge: Second Graders Negotiate Ownership Of Their Expressive Writing, Susan Douglas Fleming
Taking Charge: Second Graders Negotiate Ownership Of Their Expressive Writing, Susan Douglas Fleming
Educational Studies Dissertations
This ethnographic study of a single, second grade, public school classroom explores students' ownership of their writing as they negotiate their dual roles of active writer and compliant student.
Writing process advocates such as Calkins (1987), Graves (1983), and Murray (1968, 1985) stress the need for student writers to assume ownership of their work by writing from personal experience and by making the decisions governing direction of the text. This involvement encourages awareness of self as learner and as person, and stimulates cognitive and identity development. Robert Brooke (1991), in a study of college students, points out that the power …