Abbildung von: Challenging Ways Of Knowing - Routledge Falmer

Challenging Ways Of Knowing

In English, Mathematics And Science
Routledge Falmer (Verlag)
Erschienen am 15. März 1996
Buch
Hardcover
214 Seiten
978-0-7507-0524-0 (ISBN)
61,35 €inkl. 7% MwSt.
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This work provides an analysis of how knowledge is constructed and defined by teachers and lecturers in schools and universities/colleges. It considers how everyday uses of reading, writing, numeracy and science are cast aside in favour of academic language and academic discourse, arguing that such discourses are alien to learners' daily experiences and are, therefore, difficult to acquire and adopt.; Chapters examine literacies of English, mathematics and science as practised in and outside schools and colleges. The book is interdisciplinary and multicultural, adopting perspectives from the UK, USA, South Africa, India, Brazil and Kenya. It should be of interest to a wide market of educationalists, including those involved in educational policy making, teacher education, cultural/multicultural studies, development studies, anthropology, and adult and continuing education.
 
This work provides an analysis of how knowledge is constructed and defined by teachers and lecturers in schools and universities/colleges. It considers how everyday uses of reading, writing, numeracy and science are cast aside in favour of academic language and academic discourse, arguing that such discourses are alien to learners' daily experiences and are, therefore, difficult to acquire and adopt.; Chapters examine literacies of English, mathematics and science as practised in and outside schools and colleges. The book is interdisciplinary and multicultural, adopting perspectives from the UK, USA, South Africa, India, Brazil and Kenya. It should be of interest to a wide market of educationalists, including those involved in educational policy making, teacher education, cultural/multicultural studies, development studies, anthropology, and adult and continuing education.
Sprache
Englisch
Verlagsort
London
Großbritannien
Verlagsgruppe
Taylor & Francis Ltd
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Postgraduate and Professional
Maße
Höhe: 234 mm
Breite: 156 mm
Gewicht
476 gr
ISBN-13
978-0-7507-0524-0 (9780750705240)
Schlagworte
Schweitzer Klassifikation
Thema Klassifikation
Newbooks Subjects & Qualifier
DNB DDC Sachgruppen
Dewey Decimal Classfication (DDC)
BIC 2 Klassifikation
Dave Baker, John Clay, Carol Fox
Dave Baker, John Clay, Carol Fox
Part 1 Changing the subject boundaries: good science or good art? or both?, Shirley Brice Heath; evolving shared discourse with teachers to promote literacies for learning in South Africa, Alan and Viv Kenyon; mathematics, and its learning, as narrative - a literacy for the 21st century, Leone Burton. Part 2 Literacy practices inside schools, outside schools and in higher education: scientific literacy - a functional construct, Edgar Jenkins; family literacy programmes and home literacy practices, David Barton; enlarging the ways of taking for literary texts, Henrietta Dombey; frames of knowledge, Terezinha Nunes; children's formal and informal school numeracy practices, Dave Baker; how can you discuss alone? - academic literacy in a South African context, Lyn Hewlett; academic literacies, Brian V. Street. Part 3 The role of texts in literacies for learning: an agenda for research on text materials in primary science for second language learners in developing countries, Alan Peacock; focusing on the frames - using comic books to challenge dominant literacies in South Africa, Peter Esterhuysen; book learning - literacy and information, Margaret Meek. Part 4 Questioning dominant canons and practices: dominant and subversive literacy practices - the case for literature, Carol Fox; scientific literacy - whose science? whose literacy?, John Clay; calculating people - origins of numeracy in India and the West, George Gherverrhese Joseph.