Negotiating Critical Literacies in Classrooms by Barbara Comber

Negotiating Critical Literacies in Classrooms by Barbara Comber

Provides examples & analysis of the negotiation of critical literacy in specific pedagogical sites (actual classrooms-elementary through adult). Practical classroom focus appropriate for teachers and professional development. International scope.

"The narratives are powerful, providing stories essential for understanding and so often missing in other texts that present only detached theoretical constructsThroughout, the reader is challenged to question the politics and ethics of literacy curricula."
—CHOICE

"Negotiating Critical Literacies in Classrooms is not only a careful check to discussions of critical literacy in general but also a detailed exploration of the competing contingencies that inhabit the socioultural and developmental aspects of literacy learning in L1 and L2 classrooms...Through its breadth of teacher-research in classrooms around the world (kindergarten through university), the book asks teachers to resist the assumption that there is one critical pedagogy that achieves one kind of empowerment for all kinds of students. A book with this scope might risk fragmentation among its chapters-not so with this one. The chapters are unified by their common themes: the identity politics that play out in emancipatory pedagogies, the mitigated effectiveness of critical pedagogy, the risk-taking involved in critical literacy practices, and the influence that (in)flexible social and institutional structures have on critical literacy classrooms."
—Studies in Second Language Aquisition

"The volume one the whole is a rich collection of how educators in widely different contexts have used problematic constructs like 'empowerment' and 'multiple meanings' to work out situated understandings of critical literacies in a variety of ways." --Vijaya Sherry Chand, Indian Institute of Management, Ahmedabad, Journal of Language, Identity, and Education

Debra Hayes is an Associate Professor in the Faculty of Education and Social Work, as the University of Sydney. She is a co-author of Teachers and Schooling Making a Difference: Productive Pedagogies, Assessment & Performance (Allen & Unwin, 2006), and Leading Learning: Making Hope Practical in Schools (Open University Press, 2003). She is a former secondary school science teacher.

Robert Hattam is an Associate Professor in the School of Education at the University of South Australia. He has been involved in book projects with others that include: Schooling for a Fair Go, Teachers' Work in a Globalising Economy, Dropping Out, Drifting Off, Being Excluded: Becoming Somebody Without School, Connecting Lives and Learning, and Pedagogies for Reconciliation.

Barbara Comber is a Research Professor in the School of Education at the University of South Australia. Her research interests include teachers' work, critical literacy and social justice. She has conducted longitudinal ethnographic case studies and collaborative action research with teachers working in high poverty and culturally diverse communities. Her research examines the kinds of teaching that make a difference to young people's literacy learning trajectories and what gets in the way. She recently published Literacy, place and pedagogies of possibility (Comber, 2016).

Lyn Kerkham is a research associate and teacher in the School of Education, University of South Australia. Recent publications include 'Literacy, sustainability and landscapes for learning' in Nichols, S & Snowdon, C (Eds) (2016) Languages and Literacies as Mobile and Placed Resources and a co-authored chapter, 'Literacy leadership and accountability practices: holding onto ethics in ways that count' in Lingard, B., Thomson, G. & Sellar, S. (2016) National Testing in Schools: An Australian assessment. She is a former primary school teacher.

Ruth Lupton is a Professor of Education at the Manchester Institute of Education, University of Manchester, England. She was formerly Deputy Director at the Centre for Analysis of Social Exclusion at the London School of Economics. She is the author of Poverty Street: The Dynamics of Neighbourhood Decline and Renewal, and numerous papers on the subject of school context and its effect on school practice.

Pat Thomson is a former school principal in disadvantaged schools in South Australia. Now in England at the University of Nottingham, her research focuses on arts, creativity and school and community change, and academic writing and doctoral education. Her most recent books are Educational leadership and Pierre Bourdieu (Routledge November 2016), Place based methods for researching schools, with Christine Hall (Bloomsbury, November 2016) and Detox your writing: Strategies for doctoral researchers with Barbara Kamler (Routledge, 2016). She blogs at patthomson.net.

SKU	Unavailable
ISBN 13	9780805837940
ISBN 10	0805837949
Title	Negotiating Critical Literacies in Classrooms
Author	Barbara Comber
Condition	Unavailable
Binding Type	Paperback
Publisher	Taylor & Francis Inc
Year published	2001-06-01
Number of pages	312
Cover note	Book picture is for illustrative purposes only, actual binding, cover or edition may vary.