Partnering with Immigrant Communities: Action Through Literacy

Action Through Literacy
 
 
Teachers' College Press
  • erscheint ca. am 30. Mai 2016
 
  • Buch
  • |
  • Softcover
  • |
  • 176 Seiten
978-0-8077-5721-5 (ISBN)
 
In a period of increasing economic and social uncertainty, how do immigrant communities come together to advocate for educational access and their rights? This book is based on a five-year university partnership with members from Indonesian, Vietnamese, Latino, Filipino, African American, and Irish American communities. Sharing rich examples, the authors examine how these diverse groups use language and literacy practices to advocate for greater opportunities. This unique partnership demonstrates how to draw on the knowledge and interests of a multilingual community to inform literacy teaching and learning, both in and out of school. It also provides guidelines for reimagining university/community collaborations and the practice of ethical partnering.
  • Englisch
  • New York
  • |
  • USA
  • Für Beruf und Forschung
  • Höhe: 226 mm
  • |
  • Breite: 152 mm
  • |
  • Dicke: 13 mm
  • 318 gr
978-0-8077-5721-5 (9780807757215)
0807757217 (0807757217)
weitere Ausgaben werden ermittelt
Gerald Campano is associate professor and chair of the Reading/Writing/Literacy Division at the University of Pennsylvania's Graduate School of Education. His books include Literacy Tools in the Classroom and Immigrant Students and Literacy. Mar a Paula Ghiso is assistant professor of literacy education at Teachers College, Columbia University. Bethany J. Welch is the founding director of Aquinas Center in South Philadelphia and a nonprofit management consultant.
This text serves as an instructive and powerful framework for how to build coalitions across societal boundaries, demonstrating respect for the experiences of marginalized people as intellectual knowledge and working from place of genuine caring.

--Journal of Language Identity, & Education This easy-to-read book includes interesting and succinct history lessons on the immigrants in this locale. The authors appraise the community members as equal knowledge holders who co-create and co-design their learning experiences and advocacy activities. This book will make an excellent addition to any recommended reading for multicultural education, culturally responsive teaching, or any social advocacy courses.

--Teachers College Record

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