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  1. Multicultural literacies
    dialect, discourse, and diversity
    Autor*in: Courts, Patrick L.
    Erschienen: 1997
    Verlag:  Lang, New York [u.a.]

    Standort:
    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Unter den Linden
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    uneingeschränkte Fernleihe, Kopie und Ausleihe
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    Quelle: Staatsbibliothek zu Berlin
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 0820436755
    RVK Klassifikation: ES 129
    Schriftenreihe: Counterpoints ; 45
    Schlagworte: Language arts; Literacy; Postmodernism and education; Critical pedagogy; Language experience approach in education; Multicultural education; Sociolinguistics
    Umfang: VIII, 196 S, Ill, 23 cm
    Bemerkung(en):

    Includes bibliographical references (p.[177] - 189) and index
  2. Critical literacy
    a way of thinking, a way of life
    Autor*in: McDaniel, Cynthia A.
    Erschienen: 2006
    Verlag:  Lang, New York, NY

    Standort:
    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Unter den Linden
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    Quelle: Staatsbibliothek zu Berlin
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 0820479462
    Weitere Identifier:
    9780820479460
    RVK Klassifikation: DU 6002 ; DV 2850 ; EC 1540
    Schriftenreihe: Counterpoints ; Vol. 296
    Schlagworte: Critical pedagogy; Literacy
    Umfang: VII, 226 S., 23 cm
    Bemerkung(en):

    Includes bibliographical references (p. [201]-219) and index
  3. Teaching popular culture
    beyond radical pedagogy
    Beteiligt: Buckingham, David (Hrsg.)
    Erschienen: 1998
    Verlag:  UCL Press, London

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    Quelle: Verbundkataloge
    Beteiligt: Buckingham, David (Hrsg.)
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 1857287924; 1857287932
    RVK Klassifikation: LB 33000 ; DW 4004
    Auflage/Ausgabe: 1. publ.
    Schriftenreihe: Media, education and culture
    Schlagworte: Critical pedagogy; Popular education; Education in popular culture; Popular culture
    Umfang: VI, 207 S., Ill., 25cm
    Bemerkung(en):

    Literaturangaben
  4. Visual pedagogy
    media cultures in and beyond the classroom
    Autor*in: Goldfarb, Brian
    Erschienen: 2002
    Verlag:  Duke Univ. Press, Durham, N.C. [u.a.]

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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 0822329360; 0822329646
    RVK Klassifikation: DP 2580
    Schlagworte: Mass media and education; Audio-visual education; Critical pedagogy
    Umfang: X, 263 S., Ill., 24 cm
    Bemerkung(en):

    Literaturverz. S. [241] - 258
  5. Curriculum as Cultural Practice
    Postcolonial Imaginations
    Erschienen: [2016]; © 2006
    Verlag:  University of Toronto Press, Toronto

    Standort:
    Brandenburgische Technische Universität Cottbus - Senftenberg, Universitätsbibliothek
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Link zum Verbundkatalog:
    Kooperativer Bibliotheksverbund Berlin-Brandenburg (KOBV)
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9781442686267
    Weitere Identifier:
    Schlagworte: Critical pedagogy; Curriculum change; Education and globalization; Postcolonialism; Curriculumentwicklung; Postkolonialismus; Kritische Pädagogik
    Umfang: 1 online resource
    Bemerkung(en):

    Description based on online resource; title from PDF title page (publisher’s Web site, viewed Jan. 06, 2016)

    :
  6. Critical literacy in English literature
    Autor*in: Parmar, Priya; Krinsky, Hindi
    Erschienen: 2013
    Verlag:  Lang, New York, NY [u.a.]

    Standort:
    Niedersächsische Staats- und Universitätsbibliothek Göttingen
    Signatur:
    2014 B 58
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Technische Informationsbibliothek (TIB) / Leibniz-Informationszentrum Technik und Naturwissenschaften und Universitätsbibliothek
    Signatur:
    E 13 B 1517
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    uneingeschränkte Fernleihe, Kopie und Ausleihe
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 9781433113987
    RVK Klassifikation: HD 210
    Schriftenreihe: Critical praxis and curriculum guides ; 2
    Schlagworte: Literature; Critical pedagogy; Multicultural education
    Umfang: 171, 28 S., graph. Darst., Kt., 26 cm
    Bemerkung(en):

    Literaturverz. S. [165] - 171
  7. Writing centers and the new racism
    a call for sustainable dialogue and change
    Beteiligt: Greenfield, Laura (Hrsg.); Rowan, Karen (Hrsg.)
    Erschienen: 2011
    Verlag:  Utah State University Press, Logan, Utah

    "Motivated by a scholarly interest in race and whiteness studies, and by an ethical commitment to anti-racism work, contributors address a series of questions related to institutionalized racism in American higher education, especially in college and... mehr

    Standort:
    Saarländische Universitäts- und Landesbibliothek
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    Standort:
    Universitätsbibliothek der Eberhard Karls Universität
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    "Motivated by a scholarly interest in race and whiteness studies, and by an ethical commitment to anti-racism work, contributors address a series of questions related to institutionalized racism in American higher education, especially in college and university writing centers"--Provided by publisher "Noting a lack of sustained and productive dialogue about race in university writing center scholarship, the editors of this volume have created a rich resource for writing center tutors, administrators, and scholars. Motivated by a scholarly interest in race and whiteness studies, and by an ethical commitment to anti-racism work, contributors address a series of related questions: How does institutionalized racism in American education shape the culture of literacy and language education in the writing center? How does racism operate in the discourses of writing center scholarship/lore, and how may writing centers be unwittingly complicit in racist practices? How can they meaningfully operationalize anti-racist work? How do they persevere through the difficulty and messiness of negotiating race and racism in their daily practice? The conscientious, nuanced attention to race in this volume is meant to model what it means to be bold in engagement with these hard questions and to spur the kind of sustained, productive, multi-vocal, and challenging dialogue that, with a few significant exceptions, has been absent from the field."--Provided by publisher

     
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    Quelle: Verbundkataloge
    Beteiligt: Greenfield, Laura (Hrsg.); Rowan, Karen (Hrsg.)
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 0874218624; 9780874218626; 9780874218619
    Schlagworte: Writing centers; English language; Discrimination in higher education; Critical pedagogy; English language; Discrimination in higher education; Critical pedagogy; Writing centers; Discrimination in higher education; English language; Writing centers; Literature; Language and languages
    Umfang: Online Ressource (ix, 303 pages)
    Bemerkung(en):

    Includes bibliographical references and index. - Print version record

    Contents; Acknowledgments; Introduction: A Call to Action; Part 1: Foundational Theories on Racism, Rhetoric, Language, and Pedagogy; Part 2: Toward an Antiracist Praxis for Writing Centers; Part 3: Research, Critical Case Studies and the Messiness of Practice; Part 4: Stories of Lived Experience; Index; About the Authors

    Electronic reproduction; Available via World Wide Web
  8. Reconstructing education
    toward a pedagogy of critical humanism
    Autor*in: Nemiroff, Greta
    Erschienen: 1992
    Verlag:  Bergin & Garvey, New York

    Drawing on elements of progressive education, existential theory, feminist pedagogy, and values education, critical humanism combines the holistic-psychological concerns of humanistic education with the sociopolitical contextualization of critical... mehr

    Standort:
    Hochschulbibliothek Friedensau
    Signatur:
    Online-Ressource
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    Drawing on elements of progressive education, existential theory, feminist pedagogy, and values education, critical humanism combines the holistic-psychological concerns of humanistic education with the sociopolitical contextualization of critical pedagogy. Developed over the past seventeen years in one of North America's most experimental postsecondary programs, The New School of Dawson College, this theory and practice responds to both the personal and the political needs of students. Reconstructing Education is at once a review of this century's educational theories, an account of the work

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 0897892674; 0897892666; 9780897892674
    RVK Klassifikation: DK 1022 ; DV 2395
    Schlagworte: Critical pedagogy; Education, Humanistic; Free schools
    Umfang: Online-Ressource (x, 199 p), ill
    Bemerkung(en):

    Includes bibliographical references (p. [185]-193) and index

    Electronic reproduction; Available via World Wide Web

    Contents; Illustrations; Acknowledgments; Part One: The Evolution of an Educational Philosophy; Introduction; 1 The Educational Context in Quebec; 2 Popular Educational Theories of the 1960s and 1970s; 3 Early Philosophical Roots of Humanistic Education; 4 Theoreticians and Theories of Humanistic Education; 5 Critical Pedagogy: Contributions and Limitations; 6 Reconstructing Pedagogy; Part Two: Ideology and Practice at the New School: A Case Study; 7 The Dialectical Relationship between Ideology and Praxis; 8 Clientele, the Agenda of the State, and Pedagogy at the New School

    9 The Primary Affiliative Group as Locus of Learning: The Bands10 Formal Curriculum: The Learning Groups; 11 The Struggle for Community; 12 Conclusion: Critical Humanism and the Transformation of Education; References; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W
  9. Raising curtains on education
    drama as a site for critical pedagogy
    Autor*in: Doyle, Clar
    Erschienen: 1993
    Verlag:  Bergin & Garvey, Westport, Conn

    Standort:
    Hochschulbibliothek Friedensau
    Signatur:
    Online-Ressource
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    keine Fernleihe
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 0897892739; 0897892720; 0897892747; 9780897892735
    Schriftenreihe: Critical studies in education and culture series
    Schlagworte: Drama in education; Critical pedagogy
    Umfang: Online-Ressource (xvi, 160 p)
    Bemerkung(en):

    Includes bibliographical references (p. [149]-156) and index

    Electronic reproduction; Available via World Wide Web

    ""Contents""; ""Series Foreword: Critical Pedagogy and the Politics of Performance""; ""Preface""; ""Chapter 1 The Need for Critical Pedagogy""; ""Chapter 2 Aesthetics and Drama Education""; ""Chapter 3 Drama and Education""; ""Chapter 4 Drama and Critical Pedagogy""; ""Chapter 5 A Site for Critical Pedagogy""; ""Chapter 6 Cultural Capital and Drama Processes""; ""Bibliography""; ""Index""; ""A""; ""B""; ""C""; ""D""; ""E""; ""F""; ""G""; ""H""; ""I""; ""J""; ""K""; ""L""; ""M""; ""N""; ""O""; ""P""; ""Q""; ""R""; ""S""; ""T""; ""V""; ""W""; ""Y""; ""Z""
  10. Reframing sociocultural research on literacy
    Identity, agency, and power
    Beteiligt: Lewis, Cynthia (HerausgeberIn); Enciso, Patricia (HerausgeberIn); Moje, Elizabeth B. (HerausgeberIn)
    Erschienen: 2007
    Verlag:  Routledge, New York

    1. Introduction : reframing sociocultural research on literacy / Cynthia Lewis, Patricia Enciso and Elizabeth Birr Moje -- 2. Examining opportunities to learn literacy : the role of critical sociocultural literacy research / Elizabeth Birr Moje and... mehr

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    Standort:
    Universitätsbibliothek Leipzig
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    1. Introduction : reframing sociocultural research on literacy / Cynthia Lewis, Patricia Enciso and Elizabeth Birr Moje -- 2. Examining opportunities to learn literacy : the role of critical sociocultural literacy research / Elizabeth Birr Moje and Cynthia Lewis -- 3. Reframing history in sociocultural theories : toward an expansive vision / Patricia Enciso -- 4. "As if you heard it from your momma" : redesigning histories of participation with literacy education in an adult education class / Rebecca Rogers and Carolyn Fuller -- 5. Moving words and worlds : reflections from "the middle" / Marjorie Faulstich Orellana -- 6. Out of the valley : transcultural repositioning as a rhetorical practice in ethnographic research and other aspects of everyday life / Juan C. Guerra -- 7. Learning to play and playing to learn : research sites as transactional spaces / Bob Fecho and Shuaib Meacham. This landmark volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity, agency, and power that are central to understanding literacy research and literacy learning as social and cultural practices. With an overarching focus on the research process as it relates to sociocultural research, the book is organized around two themes: conceptual frameworks and knowledge sources. *Part I, "Rethinking Conceptual Frameworks," offers new theoretical lenses for reconsidering key concepts traditionally associated with sociocultural theory, such as activity, history, community, and the ways they are conceptualized and under-conceptualized within sociocultural theory.*Part II, "Rethinking Knowledge and Representation," considers the tensions and possibilities related to how research knowledge is produced, represented, and disseminated or shared--challenging the locus of authority in research relationships, asking who is authorized to be a legitimate knowledge source, for what purposes, and for which audiences or stakeholders. Employing the lens of "critical sociocultural research," this book focuses on the central role of language and identity in learning and literacy practices.It is intended for scholars, researchers, and graduate students in literacy education, social and cultural psychology, social foundations of education, educational anthropology, curriculum theory, and qualitative research in education

     
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    Quelle: Verbundkataloge
    Beteiligt: Lewis, Cynthia (HerausgeberIn); Enciso, Patricia (HerausgeberIn); Moje, Elizabeth B. (HerausgeberIn)
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9781410616944; 9781003064428; 1003064426; 9781000149562; 1000149560; 9781000128239; 1000128237; 9781000106350; 1000106357
    Weitere Identifier:
    RVK Klassifikation: EC 1620
    Schlagworte: Critical pedagogy; Literacy; Reading; Educational sociology; Critical pedagogy; Educational sociology; Literacy ; Social aspects; Reading ; Social aspects; EDUCATION / General; EDUCATION / Research; EDUCATION / Philosophy & Social Aspects
    Umfang: 1 Online-Ressource (xx, 205 Seiten)
    Bemerkung(en):

    Includes bibliographical references and indexes
  11. Teaching Harry Potter
    The Power of Imagination in Multicultural Classrooms
    Autor*in: Belcher, C.
    Erschienen: 2011; ©2011
    Verlag:  Palgrave Macmillan US, New York

    Given the current educational climate of high stakes testing, standardized curriculum, and 'approved' reading lists, incorporating unauthorized, popular literature into the classroom becomes a political choice. The authors examine why teachers choose... mehr

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    Standort:
    Hochschulbibliothek Friedensau
    Signatur:
    Online-Ressource
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    keine Fernleihe

    Standort:
    Hochschule für Wirtschaft und Umwelt Nürtingen-Geislingen, Bibliothek Nürtingen
    Signatur:
    eBook ProQuest
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    Standort:
    Universitätsbibliothek Osnabrück
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    keine Fernleihe

    Standort:
    Universität Ulm, Kommunikations- und Informationszentrum, Bibliotheksservices
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    keine Fernleihe

     

    Given the current educational climate of high stakes testing, standardized curriculum, and 'approved' reading lists, incorporating unauthorized, popular literature into the classroom becomes a political choice. The authors examine why teachers choose to read Harry Potter , how they use the books, and the resulting teacher-student interactions. Cover -- Title -- Copyright -- Contents -- Series Editors' Foreword -- Acknowledgments -- Introduction: Why Harry? -- 1 Defending the (Not Really) Dark Arts: Teaching to Break the DADA Curse -- 2 Harry on the Border between Two Worlds: Reading Harry en Español in a Mexican American Border Community -- 3 Harry in the Classroom: Waking Sleeping Dragons -- 4 Harry Potter and the Advanced Placement (AP) Curriculum: Teaching AP English in an Urban Charter High School -- 5 Old Magic, New Technologies -- 6 Entering the Forbidden Forest: Teaching Fiction and Fantasy in Urban Special Education -- 7 Imagining More -- Notes -- References -- Index.

     
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    Quelle: Verbundkataloge
    Beteiligt: Stephenson, B. (MitwirkendeR)
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9780230119918
    Schriftenreihe: Secondary Education in a Changing World Ser.
    Schlagworte: Education and state; Critical pedagogy; Multicultural education; Creative teaching; Popular literature; Education_xPhilosophy; Education_xPhilosophy; Electronic books
    Weitere Schlagworte: Rowling, J. K
    Umfang: 1 online resource (207 pages)
    Bemerkung(en):

    Description based on publisher supplied metadata and other sources
  12. Cultivating critical language awareness in the writing classroom
    Autor*in: Shapiro, Shawna
    Erschienen: 2022
    Verlag:  Routledge, Taylor & Francis Group, New York

    Introduction: Why do we need CLA pedagogy? -- What is CLA?: History and concepts -- How and why does CLA pedagogy work?: Principles and best practices -- The sociolinguistics pathway -- The critical academic literacies pathway -- The media/discourse... mehr

    Standort:
    Thüringer Universitäts- und Landesbibliothek
    Signatur:
    ANG:CE:200:Sha::2022
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    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Leuphana Universität Lüneburg, Medien- und Informationszentrum, Universitätsbibliothek
    Signatur:
    FaD 6562.063
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    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Universitätsbibliothek Mannheim
    Signatur:
    500 EC 1448 S529
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    keine Fernleihe

     

    Introduction: Why do we need CLA pedagogy? -- What is CLA?: History and concepts -- How and why does CLA pedagogy work?: Principles and best practices -- The sociolinguistics pathway -- The critical academic literacies pathway -- The media/discourse analysis pathway -- The communicating-across-difference pathway -- Tailoring CLA pedagogy to your teaching context -- Infusing CLA into classroom instruction -- Going further with CLA.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 0367775204; 9780367775209; 0367767406; 9780367767402
    RVK Klassifikation: EC 1448
    Schlagworte: Language and education; Language awareness; English language; English language; Critical pedagogy; English language ; Rhetoric ; Study and teaching; Language and education; Language awareness
    Umfang: xiv, 345 Seiten, Illustrationen, 23 cm
    Bemerkung(en):

    Literaturangaben
  13. Reprogrammable rhetoric
    critical making theories and methods in rhetoric and composition
    Beteiligt: Faris, Michael J. (HerausgeberIn); Holmes, Steve (HerausgeberIn)
    Erschienen: 2022
    Verlag:  Utah State University Press, Logan

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    Standort:
    Technische Informationsbibliothek (TIB) / Leibniz-Informationszentrum Technik und Naturwissenschaften und Universitätsbibliothek
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    Quelle: Verbundkataloge
    Beteiligt: Faris, Michael J. (HerausgeberIn); Holmes, Steve (HerausgeberIn)
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9781646422586; 1646422589
    Schlagworte: English language; English language; Critical pedagogy; Multimedia systems
    Umfang: 1 Online-Ressource (vi, 314 pages), illustrations (chiefly color)
    Bemerkung(en):

    Includes bibliographical references and index

    Steven Hammer, Saint Joseph's University: Noise Composition : a story of co-design and relationality /

    David M. Sheridan, Michigan State University: The circulation of touch : very simple machines for creating tactile textual experiences /

    Cana Uluak Itchuaqiyaq, Virginia Tech: The woman who tricked the machine : challenging the neutrality of defaults and building coalitions for marginalized scholars /

    Kellie M. Gray and Steve Holmes, Texas Tech University: Critical text mining : ethical paradigms for determining emoji frequency in #blacklivesmatter /

    Ryan Omizo, Temple University: Reprogramming the faciloscope : a software development story /

    Aaron Beveridge, University of North Carolina at Greensboro, and Nicholas Van Horn, Capital University: Big data, tiny computers : making data-driven methods accessible with a Raspberry Pi /

    Matthew Halm and David M Rieder, North Carolina State University: Touch-interactive rhetorics : exploring our "First Sense" as a rhetorical act of eversion /

    Andrew Pilsch, Texas A & M University: What the computer said : poetic machines, rhetorical adjuncts, and the circuits of eloquence /

    Sean Morey, University of Tennessee and M. Bawar Khan: Actionable monuments : making critical augmented reality activism /

    Michael J. Faris, Texas Tech University: Reparative making : re-orienting critical making for queer worldmaking /

    Wendi Sierra, Texas Christian University: Developing a strong fire : bridging critical making, participatory design, and game design /

    Kendell Gerdes, University of Utah: Twisted together : twine games as solidarity machines /

    Bree McGregor, American University: Cultivating critical makers : crafting with paper-electronic circuits in an online first year composition course /

    John Jones, The Ohio State University.: Crafting in the classroom : carpentry and pedagogy in rhetoric and composition /
  14. Podcasts and feminist Shakespeare pedagogy
    Autor*in: Panjwani, Varsha
    Erschienen: 2022
    Verlag:  Cambridge University Press, Cambridge, United Kingdom

    "Scores of women feel excluded from Shakespeare Studies because the sound of this field (whether it is academics giving papers at conferences or actors sharing performance insights) is predominantly male. In contrast, women are well represented in... mehr

    Standort:
    Staats- und Universitätsbibliothek Hamburg Carl von Ossietzky
    Signatur:
    A 2022/5596
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    keine Fernleihe

     

    "Scores of women feel excluded from Shakespeare Studies because the sound of this field (whether it is academics giving papers at conferences or actors sharing performance insights) is predominantly male. In contrast, women are well represented in Shakespeare podcasts. Noting this trend, this Element envisions and urges a feminist podagogy which entails utilizing podcasts for feminism in Shakespeare pedagogy. Through detailed case studies of teaching women characters in Hamlet, A Winter's Tale, The Merchant of Venice, and As You Like It, and through road-tested assignments and activities, this Element explains how educators can harness the functionalities of podcasts, such as amplification, archiving, and community building to shape a Shakespeare pedagogy that is empowering for women. More broadly, it advocates paying greater attention to the intersection of Digital Humanities and anti-racist feminism in Shakespeare Studies"--

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 9781108977180
    Schriftenreihe: Elements in Shakespeare and pedagogy
    Schlagworte: Podcasting; Feminism; Critical pedagogy; Culturally relevant pedagogy
    Weitere Schlagworte: Shakespeare, William (1564-1616)
    Umfang: 96 Seiten
    Bemerkung(en):

    Amplify: the public voice of women in Shakespeare and podcasts -- Record: building podcast archives with Shakespeare actresses -- Feminist Shakespeare 'podology' in practice -- Conclusion: press play.
  15. Podcasts and feminist Shakespeare pedagogy
    Autor*in: Panjwani, Varsha
    Erschienen: 2022
    Verlag:  Cambridge University Press, Cambridge, United Kingdom

    Scores of women feel excluded from Shakespeare Studies because the sound of this field (whether it is academics giving papers at conferences or actors sharing performance insights) is predominantly male. In contrast, women are well represented in... mehr

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    Fachinformationsverbund Internationale Beziehungen und Länderkunde
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    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Potsdamer Straße
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    Staats- und Universitätsbibliothek Bremen
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    Scores of women feel excluded from Shakespeare Studies because the sound of this field (whether it is academics giving papers at conferences or actors sharing performance insights) is predominantly male. In contrast, women are well represented in Shakespeare podcasts. Noting this trend, this Element envisions and urges a feminist podagogy which entails utilizing podcasts for feminism in Shakespeare pedagogy. Through detailed case studies of teaching women characters in Hamlet, A Winter's Tale, The Merchant of Venice, and As You Like It, and through road-tested assignments and activities, this Element explains how educators can harness the functionalities of podcasts, such as amplification, archiving, and community building to shape a Shakespeare pedagogy that is empowering for women. More broadly, it advocates paying greater attention to the intersection of Digital Humanities and anti-racist feminism in Shakespeare Studies.

     
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    ISBN: 9781108973311
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    Schriftenreihe: Array
    Schlagworte: Podcasting; Feminism; Critical pedagogy; Culturally relevant pedagogy
    Weitere Schlagworte: Shakespeare, William (1564-1616)
    Umfang: 1 Online-Ressource (96 Seiten)
    Bemerkung(en):

    Title from publisher's bibliographic system (viewed on 28 Oct 2022)
  16. Poststructuralism, politics, and education
    Autor*in: Peters, Michael; Peters, Michael A.
    Erschienen: 1996
    Verlag:  Bergin & Garvey, Westport, Conn

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    ISBN: 0897894189; 0897894200
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    RVK Klassifikation: DF 3000
    Auflage/Ausgabe: 1. publ.
    Schriftenreihe: Critical studies in education and culture series
    Schlagworte: Critical pedagogy; Poststructuralism; Education; Philosophy, French; Critical pedagogy; Postmodernism; Politics and education; Philosophy, French; Education
    Umfang: XVI, 214 S, 24 cm
    Bemerkung(en):

    Includes bibliographical references (p. [195]-206) and index
  17. Writing hope strategies for writing success in secondary schools
    a strengths-based approach to teaching writing
    Autor*in: Sieben, Nicole
    Erschienen: [2018]
    Verlag:  Brill, Leiden

    This book provides ways of thinking about the teaching of writing in secondary schools (with applications to college writing) and shares research-based strategies for immediate use in the classroom. The strengths-based, classroom-tested,... mehr

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    This book provides ways of thinking about the teaching of writing in secondary schools (with applications to college writing) and shares research-based strategies for immediate use in the classroom. The strengths-based, classroom-tested, student-centered writing hope strategies shared within the Writing Hope Framework (WHF) are designed to allow students to work within their own unique writing processes and insert their individual writers' voices and styles authentically. The Writing Hope Framework allows students to choose which strategies and stages of the writing process they wish to engage in for purposeful writing goal attainment; it recognizes unique writing approaches and accounts for these differences in curricular design and implementation. Teachers can assess the writing abilities and self-beliefs of the students in their classes using a variety of strategies provided and then guide students in their pathways selection processes for writing. Given the nature of this research and its application, it is the intention of this book to bring readers through a process of hope that can facilitate life hope and writing hope in the classroom for and with students. Hope is not exclusively for the already hopeful students; it is also, and perhaps more critically, for those students who do not presently see hope in their lives but who can. Every student is capable of hope if it is facilitated effectively and purposefully

     
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schlagworte: English language; Critical pedagogy; Critical pedagogy; English language ; Composition and exercises ; Study and teaching (Secondary)
    Umfang: 1 Online-Ressource (1 online resource)
    Bemerkung(en):

    Includes bibliographical references and index
  18. Translanguaging and critical literacy
    a theoretical introduction, descriptors, and lesson plans for teachers and practitioners
    Autor*in: Mayr, Gisela
    Erschienen: 2022
    Verlag:  Peter Lang, Berlin

    "Translanguaging pedagogy values the dynamic interaction of languages. In doing so it promotes creative forms of learning in which critical literacy can develop in a trans-systemic approach. Thanks to the creation of translanguaging spaces, secondary... mehr

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    "Translanguaging pedagogy values the dynamic interaction of languages. In doing so it promotes creative forms of learning in which critical literacy can develop in a trans-systemic approach. Thanks to the creation of translanguaging spaces, secondary school learners are engaged in plurilateral and multidirectional meaning making processes. While they are enquiring topical as well as socially and culturally relevant issues, they can develop critical engagement and civic empathy. The present volume provides a theoretical framework with descriptors for multilingual critical literacy. In addition, it showcases lesson-plans on rap-literature(s) in more languages (German, Italian, English, Spanish) and other multimodal and plurilingual inputs, as well as translanguaging tasks"--

     
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    ISBN: 9783631866979
    Schriftenreihe: Interkultureller Dialog ; Band 10
    Schlagworte: Translanguaging (Linguistics); Language and education; Critical pedagogy
    Umfang: 157 Seiten, Illustrationen
    Bemerkung(en):

    Literaturverzeichnis: Seite 143-157
  19. Racing translingualism in composition
    toward a race-conscious translingualism
    Beteiligt: Do, Tom (HerausgeberIn); Rowan, Karen (HerausgeberIn)
    Erschienen: [2022]
    Verlag:  Utah State University Press, Logan

    Introduction : racing translingualism in composition : toward a race-conscious translingualism /Tom Do and Karen Rowan --Rearticulating translingualism : the translingual racial project, colorblindness, and raceconsciousness /Karen Rowan --Averting... mehr

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    Introduction : racing translingualism in composition : toward a race-conscious translingualism /Tom Do and Karen Rowan --Rearticulating translingualism : the translingual racial project, colorblindness, and raceconsciousness /Karen Rowan --Averting colorblind translingualism /Rachael Shapiro and Missy Watson --English as past and present imperialism : a translingual narrative on Chicanx language and identity in the U.S.-Mexico borderlands /Aja Martinez --Embodying culture and identities in social practices : toward a race-conscious translingual approach / Tom Do --Perpetually foreign, perpetually deficient, and perpetually privileged : exposing microaggressions and challenging whiteness /Bethany Davila --"We Will Know Our Heroes and Our Culture" : revisiting the five demands at the City University of New York toward building critical transliteracies ecologies /Lindsey Albracht --Toward a decolonial translingual pedagogy for Black immigrant students /Esther Milu --Multilingual speaker-writers' co-stories as part of a race-conscious translingual practice /Yasmine Romero --"The alternative is sort of an endless multiplicity" : narrative and negotiating the translingual /Stephanie Mosher --Segregated space and translingual pedagogy /Jaclyn Hilberg --The raciolinguistics of translingual literacies /Steven Alvarez --Participatory research, home language, and race-conscious translingualism /Shawanda Stewart and Brian Stone --Afterword : rewriting racing translingualism : difference, labor, opacity /Bruce Horner --An afterword : some thoughts /Victor Villanueva. "This collection foregrounds the role race and racism play in the construction of language differences and examines the co-naturalization of race and language to theorize a race-conscious translingual praxis. It offers generative critiques of translingualism, centering the ways the approach's democratic orientation avoids issues of race, language, and power."-- "Racing Translingualism provides both theoretical and pedagogical reconsiderations of the translingual approach to language diversity by addressing the intersections of race and translingualism. This collection extends the disciplinary conversations about translingualism by foregrounding the role race and racism play in the construction and maintenance of language differences. In doing so, the contributors examine the co-naturalization of race and language in order to theorize a race-conscious translingual praxis. The book begins by offering generative critiques of translingualism, centering on the ways in which the approach's democratic orientation to language avoids issues of race, language, and power and appeals to colorblind racist tropes of equal opportunity. Following these critiques, contributors demonstrate the important intersections of race and translingualism by drawing upon voices typically marginalized by monolingual language ideologies and pedagogies. Finally, Racing Translingualism concludes by attending to the pedagogical implications of a race-conscious translingual praxis in writing and literacy education. Making the case for race-conscious, rather than colorblind, theories and pedagogies, Racing Translingualism offers a unique take on how translingualism is theorized and practiced and moves the field forward through its direct consideration of the links between language, race, and racism. Contributors: Lindsay Albracht, Steven Alvarez, Bethany Davila, Tom Do, Jaclyn Hilberg, Bruce Horner, Aja Martinez, Esther Milu, Stephanie Mosher, Yasmine Romero, Karen Rowan, Rachael Shapiro, Shawanda Stewart, Brian Stone, Victor Villanueva, Missy Watson."--

     
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    Beteiligt: Do, Tom (HerausgeberIn); Rowan, Karen (HerausgeberIn)
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 9781646422098
    Schlagworte: English language; English language; Multilingual education; Multilingualism; Anti-racism; Critical race theory; Critical pedagogy; Academic writing; Racism in language; LANGUAGE ARTS & DISCIPLINES / Writing / Composition; SOCIAL SCIENCE / Race & Ethnic Relations
    Umfang: vi, 269 Seiten
    Bemerkung(en):

    Includes bibliographical references and index
  20. Writing centers and racial justice
    a guidebook for critical praxis
    Beteiligt: Morrison, Talisha Haltiwanger (HerausgeberIn); Garriott, Deidre Anne Evans (HerausgeberIn)
    Erschienen: 2023; ©2023
    Verlag:  Utah State University Press, Logan

    "This collection offers advice to help current writing center administrators in higher education revise or implement racial justice practices in their own centers, campuses, and communities, in concrete and realistic ways"-- mehr

     

    "This collection offers advice to help current writing center administrators in higher education revise or implement racial justice practices in their own centers, campuses, and communities, in concrete and realistic ways"--

     
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    Beteiligt: Morrison, Talisha Haltiwanger (HerausgeberIn); Garriott, Deidre Anne Evans (HerausgeberIn)
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 9781646424559; 9781646424566
    Schlagworte: Writing centers; Writing centers; English language; Racism in higher education; Critical pedagogy
    Umfang: pages cm
    Bemerkung(en):

    Includes bibliographical references and index

    Jennifer Martin: Tutoring and practice at a tribal college /

    Mark Latta: Another white voice in the room : on the limitations of good intentions, the seeming durability of white supremacy, and our complicit terrain of settler colonialism /

    Rachel Herzl-Betz: Why do white tutors "love" writing? Recruitment and what brings us to the center /

    Jamie P. Bondar, Kristina Aikens, and Devon Deery: Toward anti-racist writing center hiring and retention practices /

    Zandra L. Jordan: Beyond the tutor training seminar : a womanist approach to ongoing education for racially just writing tutoring /

    Lindsay A. Sabatino: Addressing racial justice through re-imagining practicum to promote dialogue on campus /

    Rachael Shapiro and Celeste Del Russo: Working towards racial justice in the writing center: five strategies for translingual tutoring /

    Lisa Eastmond Bell: Disrupting systems : anti-racism and online writing center work /

    Talisha Haltiwanger Morrison: Tutors matter, too : supporting writing tutors through racial justice /

    Brianna Johnson, Rebecca Johnson, and Nicole I. Caswell: From anti-blackness professional development to pro-blackness actions : educating faculty on harmful writing practices /

    Deidre Anne Evans Garriott: Leveraging faculty pedagogical development to center racial justice : a study in using teaching excellence forums to reform faculty pedagogy /

    Nicole Emmelhainz, Amanda Ballou, and Graciela Greger: Community is the center : social justice pedagogy and practice for more engaged writing consultant training /

    Kamille Bostick: Writing revolution : reimagining the role of writing centers /

    LaKela Atkinson: Practicing what we preach : anti-racist approaches in SWCA /

    Genie Nicole Giaimo, Nicole I. Caswell, Marilee Brooks-Gillies, Elise Dixon, and Wonderful Faison.: Remaking IWCA : a call for sustained anti-racist change /
  21. Critical pedagogy and active approaches to teaching Shakespeare
    Autor*in: Kitchen, Jennifer
    Erschienen: 2023
    Verlag:  Cambridge University Press, Cambridge

    Active approaches to teaching Shakespeare are growing in popularity, seen not only as enjoyable and accessible, but as an egalitarian and progressive teaching practice. A growing body of resources supports this work in classrooms. Yet critiques of... mehr

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    Active approaches to teaching Shakespeare are growing in popularity, seen not only as enjoyable and accessible, but as an egalitarian and progressive teaching practice. A growing body of resources supports this work in classrooms. Yet critiques of these approaches argue they are not rigorous and do little to challenge the conservative status quo around Shakespeare. Meanwhile, Shakespeare scholarship more broadly is increasingly recognising the role of critical pedagogy, particularly feminist and decolonising approaches, and asks how best to teach Shakespeare within twenty-first century understandings of cultural value and social justice. Via vignettes of schools' participation in Coram Shakespeare School Foundation's festival, this Element draws on critical theories of education, play and identity to argue active Shakespeare teaching is a playful co-construction with learners and holds rich potential towards furthering social justice-oriented approaches to teaching the plays.

     
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    Quelle: Staatsbibliothek zu Berlin
    Sprache: Englisch
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    Format: Online
    ISBN: 9781108874656; 9781108792653
    Weitere Identifier:
    Schriftenreihe: Cambridge elements. Elements in Shakespeare and pedagogy
    Schlagworte: Critical pedagogy
    Weitere Schlagworte: Shakespeare, William (1564-1616)
    Umfang: 1 online resource (91 pages), digital, PDF file(s).
    Bemerkung(en):

    Title from publisher's bibliographic system (viewed on 15 Nov 2023)
  22. Critical pedagogy and active approaches to teaching shakespeare
    Autor*in: Kitchen, Jennifer
    Erschienen: 2023
    Verlag:  Cambridge University Press, Cambridge

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    ISBN: 9781108792653
    Schriftenreihe: Elements in Shakespeare and pedagogy
    Schlagworte: Critical pedagogy; Pédagogie critique
    Weitere Schlagworte: Shakespeare, William (1564-1616)
    Umfang: 75 Seiten
  23. Challenges of the educational system in contemporary society
    Beteiligt: Antolí Martínez, Jordi Manuel (HerausgeberIn)
    Erschienen: 2023; ©2023
    Verlag:  IGI Global, Hershey

    The educational system across the world has experienced a significant transformation just within the past two decades. With this transformation came an array of challenges that are imperative to solve in order to cultivate an inclusive, efficient,... mehr

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    The educational system across the world has experienced a significant transformation just within the past two decades. With this transformation came an array of challenges that are imperative to solve in order to cultivate an inclusive, efficient, and constructive educational system. To address these challenges, innovations in learning design, educational policies, educational technology, and more have been developed. It is essential that these innovations and research are shared and applied. Challenges of the Educational System in Contemporary Society presents an overview of the pedagogical innovation experienced in the 21st century. It shares a novel and transformative view on education practice. Using empirical research, as well as including theoretical chapters, this volume tackles some of the most relevant topics currently discussed in educational sciences. Covering topics such as intercultural awareness, emotional recognition, and gender equality policies, this premier reference source is an indispensable resource for administrators and educators of both K-12 and higher education, government officials, preservice teachers, teacher educators, librarians, researchers, and academicians. Title Page -- Copyright Page -- Book Series -- Table of Contents -- Detailed Table of Contents -- Preface -- Chapter 1: The Education Crisis -- Chapter 2: Information Technology in/and Education -- Chapter 3: Education on the Notion of Citizenship From Modernity to the EU Times -- Chapter 4: Do Pre-Service Teachers Inherently Develop Intercultural Awareness on Placements? -- Chapter 5: Learning by Design Through Born-Digital Texts in EFL -- Chapter 6: Bilingualism and Dyslexia -- Chapter 7: Phytonyms and Mechanism of Semasiological Lexical Creation -- Chapter 8: Teachers' Perceptions of Their Educational-Musical Practice at Compulsory Education Levels in Spain -- Chapter 9: Plastic, Visual, and Audiovisual Education as an Element for Developing Awareness of Socially, Ethically, and Environmentally Relevant Values -- Chapter 10: The Integration of Gender Equality Policies in the Training of Future Teachers -- Chapter 11: Gender Equality in Male-Dominated Universities -- Chapter 12: Learned and Polyglot Ladies Within a Male and Not-so-Learned Governmental Context -- Chapter 13: The Influence of Emotion Recognition in Learning Processes -- Chapter 14: The Future Trainee Teacher Facing Active Methodologies -- Chapter 15: The Psychosocial Functionality of Students During the COVID-19 Pandemic -- Chapter 16: Effects of Classroom Colour on Learning Processes for a Future Smart Classroom -- Compilation of References -- About the Contributors -- Index.

     
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    Quelle: Staatsbibliothek zu Berlin
    Beteiligt: Antolí Martínez, Jordi Manuel (HerausgeberIn)
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9781668481578
    Schriftenreihe: Advances in educational marketing, administration, and leadership AEMAL book series
    Schlagworte: Education; Critical pedagogy; Electronic books
    Umfang: 1 online resource (xx, 344 pages)
    Bemerkung(en):

    Description based on publisher supplied metadata and other sources
  24. Studien zu didaktischen Leitvorstellungen in den Traditionen von Skepsis und Rhetorik
    Autor*in: Gutjahr, Elisabeth
    Erschienen: 2004
    Verlag:  Königshausen & Neumann, Würzburg

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    ISBN: 3826027256
    RVK Klassifikation: DF 3000
    Schriftenreihe: Schriften zur wissenschaftlichen Pädagogik ; 3
    Schlagworte: Critical pedagogy; Rhetoric; Skepticism; Education; Erziehungsphilosophie; Didaktik; Skepsis; Rhetorik; Unterrichtsmethode; Theorie; Praxis; Geschichte
    Umfang: 239 S, 24 cm
  25. Writing hope strategies for writing success in secondary schools
    a strengths-based approach to teaching writing
    Autor*in: Sieben, Nicole
    Erschienen: 2018
    Verlag:  Brill, Leiden

    Front Matter -- Copyright page -- Dedication -- Foreword /Kia Jane Richmond -- Acknowledgements -- My Path to Writing Hope -- Theories of Hope and Writing -- Hope in Education -- Writing Hope -- Determining Where to Start with Each Student -- Writing... mehr

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    Front Matter -- Copyright page -- Dedication -- Foreword /Kia Jane Richmond -- Acknowledgements -- My Path to Writing Hope -- Theories of Hope and Writing -- Hope in Education -- Writing Hope -- Determining Where to Start with Each Student -- Writing Hope Situated Within a Writing Growth Mindset -- Goal Pursuits Through Writing Hope -- Life Hope as a Metaphor for Writing Approaches -- Intentional Goal Setting and Guided Journaling -- Writing Hope Strategies for Writing Success -- Writing Hope Pathways Strategies for Building Writing Success in Students -- Writing Hope Agency Techniques for Motivating Student Writers -- Providing Effective Feedback on Student Writing -- Authentic Assessment for Building Writing Hope -- Authentic Assessment for Building Writing Hope -- Writing Hope as a Matter of Social Justice -- Back Matter -- Appendices -- References -- About the Author and Contributors -- Index. This book provides ways of thinking about the teaching of writing in secondary schools (with applications to college writing) and shares research-based strategies for immediate use in the classroom. The strengths-based, classroom-tested, student-centered writing hope strategies shared within the Writing Hope Framework (WHF) are designed to allow students to work within their own unique writing processes and insert their individual writers’ voices and styles authentically. The Writing Hope Framework allows students to choose which strategies and stages of the writing process they wish to engage in for purposeful writing goal attainment; it recognizes unique writing approaches and accounts for these differences in curricular design and implementation. Teachers can assess the writing abilities and self-beliefs of the students in their classes using a variety of strategies provided and then guide students in their pathways selection processes for writing. Given the nature of this research and its application, it is the intention of this book to bring readers through a process of hope that can facilitate life hope and writing hope in the classroom for and with students. Hope is not exclusively for the already hopeful students; it is also, and perhaps more critically, for those students who do not presently see hope in their lives but who can. Every student is capable of hope if it is facilitated effectively and purposefully

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9789463512213
    Weitere Identifier:
    Schlagworte: English language; Critical pedagogy; Critical pedagogy; English language ; Composition and exercises ; Study and teaching (Secondary)
    Umfang: 1 Online-Ressource (xxvii, 269 pages), illustrations
    Bemerkung(en):

    Includes bibliographical references (p. 249-255) and index