From Small Places

Preface; Acknowledgments; Introduction; History and Theory of Literacy as a Human Right; Why a Human Rights Perspective?; Honoring Human Dignity; Evidence of Inequality; The Failure to Educate African American and Latino Boys; Reviewing the Universal Declaration of Human Rights; Eleanor Roosevelt, Chair of the Human Rights Commission; Drafting the Universal Declaration of Human Rights; The Final Version of the Universal Declaration of Human Rights; Ideas for Addressing Seemingly Impossible Tasks; Literacy Becomes Acknowledged as a Human Right; In Your Hands; The Covenants; Convention on the Rights of the Child; The Influence of Paulo Freire as Literacy Becomes a Human Right; Education for All; The Millennium Summit; Things so Destructive: Barriers to Literacy as a Human Right; The Legacy of the Banking Model of Education; The Underestimation of Learners' Capabilities; Prescriptive Programs; The Perpetual Pedagogy of Poverty; A Recent Guise of the Banking Model of Education; The Failure of Reading First; The Common Core; Pathologizing the Language of Young Children; The Academicization of Preschool; Pathologizing the Language of Young Children; Follow-up Studies; Research that Builds on Strengths and Leads to the Realization of Literacy as a Human Right; Critical Pedagogy: Taking Concerted Action; Concerted Action; Critical Pedagogy in Small Places; Learning about the Brain; Learning about the Brain Through New Technologies; Neuroplasticity; The Brain, Language, and Memory; Talk: The Great Brain Booster; Acquiring Talk; Talk Stimulates a Baby's Brain; Beginning to Talk; Language Play; Vocabulary Development; Sociocultural Considerations; Listening to Stories; Musical Arts; The Development of Written Language; The Importance of Understanding Children's Written Language; The Beginnings of Writing; The Work of Harste Woodward and Burke; Different Contexts: Different Displays of Written Language Capabilities; The Growth of Written Language; Spelling Development; Engagement in Other Written Language Systems; Reading: Making Sense of the World of Print; The Brain and Reading; Environmental Print; Reading Aloud; The Language of Books; Books in the Hands of Children; The Shared Book Experience; Connecting Reading-like Behaviors to Later Reading; Things that Are Clearly Beneficial: Initiatives and Practicesthat Support Literacy as a Human Right; Portraits of Learners in Small Places; The Work of Brian Cambourne: Conditions of Learning; Cambourne's Theory and Connections to Brain Research; Stories from the Minds of Children; Vivian Gussin Paley: The Storytelling Curriculum; Sylvia Ashton Warner: Stories Created from Children's Key Words; Rose Duffy: Written Conversation; Building on the Strengths of Families and Communities; Dignitarian Rights in Small Places; The Springfield Learning Community Collaborative; Concentrated Encounters: Thursday Island 1980's; The Concentrated Language Encounter: General Motors South Africa 2015; Breakthrough to Literacy; Technology in Everyone's Hands; The Influence of New Technologies; Technology and Banking Education; Promising Technologies for Developing Countries andLow-Income Communities;A Literacy of Fusion; Cautions about Technology; Toward the Realization of Literacy as a Human Right; Springfield Today; Hope for the Realization of Literacy as a Human Right; Appendices; Bibliography; Index;