A Search Past Silence Book in PDF, ePub and Kindle version is available to download in english. Read online anytime anywhere directly from your device. Click on the download button below to get a free pdf file of A Search Past Silence book. This book definitely worth reading, it is an incredibly well-written.
This beautifully written book argues that educators need to understand the social worlds and complex literacy practices of African-American males in order to pay the increasing educational debt we owe all youth and break the school-to-prison pipeline. Moving portraits from the lives of six friends bring to life the structural characteristics and qualities of meaning-making practices, particularly practices that reveal the political tensions of defining who gets to be literate and who does not. Key chapters on language, literacy, race, and masculinity examine how the literacies, languages, and identities of these friends are shaped by the silences of societal denial. Ultimately, A Search Past Silence is a passionate call for educators to listen to the silenced voices of Black youth and to re-imagine the concept of being literate in a multicultural democratic society.
The massacre on October 6, 1976, in Bangkok was brutal and violent, its savagery unprecedented in modern Thai history. Four decades later there has been no investigation into the atrocity; information remains limited, the truth unknown. There has been no collective coming to terms with what happened or who is responsible. Thai society still refuses to confront this dark page in its history. Moments of Silence focuses on the silence that surrounds the October 6 massacre. Silence, the book argues, is not forgetting. Rather it signals an inability to forget or remember—or to articulate a socially meaningful memory. It is the “unforgetting,” the liminal domain between remembering and forgetting. Historian Thongchai Winichakul, a participant in the events of that day, gives the silence both a voice and a history by highlighting the factors that contributed to the unforgetting amidst changing memories of the massacre over the decades that followed. They include shifting political conditions and context, the influence of Buddhism, the royal-nationalist narrative of history, the role played by the monarchy as moral authority and arbiter of justice, and a widespread perception that the truth might have devastating ramifications for Thai society. The unforgetting impacted both victims and perpetrators in different ways. It produced a collective false memory of an incident that never took place, but it also produced silence that is filled with hope and counter-history. Moments of Silence tells the story of a tragedy in Thailand—its victims and survivors—and how Thai people coped when closure was unavailable in the wake of atrocity. But it also illuminates the unforgetting as a phenomenon common to other times and places where authoritarian governments flourish, where atrocities go unexamined, and where censorship (imposed or self-directed) limits public discourse. The tensions inherent in the author’s dual role offer a riveting story, as well as a rare and intriguing perspective. Most of all, this provocative book makes clear the need to provide a place for past wrongs in the public memory.
Teacher Preparation at the Intersection of Race and Poverty in Today's Schools by Patrick M. Jenlink Pdf
Teacher Preparation at the Intersection of Race and Poverty in Today's Schools introduces the reader to a collection of thoughtful works by authors that represent current thinking about teacher preparation. Importantly, the book is divided into two primary sections, the first being four chapters that offer understanding of the depth and breadth of the intersection of race and poverty as it relates to teaching and teacher preparation. The second section presents Dialogues of Teacher Education focused on “Meeting the Challenge of Race and Poverty in Our Schools: The Role of Teacher Education” with eight contributing authors who reflect on and give voice to meeting the challenge. Finally, two book reviews are presented that align with the concern for preparing teachers to enter schools at the intersection of race and poverty on a daily basis.
Legacies of Christian Languaging and Literacies in American Education by Mary M. Juzwik,Jennifer C. Stone,Kevin J. Burke,Denise Dávila Pdf
Because spiritual life and religious participation are widespread human and cultural phenomena, these experiences unsurprisingly find their way into English language arts curriculum, learning, teaching, and teacher education work. Yet many public school literacy teachers and secondary teacher educators feel unsure how to engage religious and spiritual topics and responses in their classrooms. This volume responds to this challenge with an in-depth exploration of diverse experiences and perspectives on Christianity within American education. Authors not only examine how Christianity – the historically dominant religion in American society – shapes languaging and literacies in schooling and other educational spaces, but they also imagine how these relations might be reconfigured. From curricula to classroom practice, from narratives of teacher education to youth coming-to-faith, chapters vivify how spiritual lives, beliefs, practices, communities, and religious traditions interact with linguistic and literate practices and pedagogies. In relating legacies of Christian languaging and literacies to urgent issues including White supremacy, sexism and homophobia, and the politics of exclusion, the volume enacts and invites inclusive relational configurations within and across the myriad American Christian sub-cultures coming to bear on English language arts curriculum, teaching, and learning. This courageous collection contributes to an emerging scholarly literature at the intersection of language and literacy teaching and learning, religious literacy, curriculum studies, teacher education, and youth studies. It will speak to teacher educators, scholars, secondary school teachers, and graduate and postgraduate students, among others.
The Oxford Handbook of African American Language by Sonja Lanehart Pdf
The goal of The Oxford Handbook of African American Language is to provide readers with a wide range of analyses of both traditional and contemporary work on language use in African American communities in a broad collective. The Handbook offers a survey of language and its uses in African American communities from a wide range of contexts organized into seven sections: Origins and Historical Perspectives; Lects and Variation; Structure and Description; Child Language Acquisition and Development; Education; Language in Society; and Language and Identity. It is a handbook of research on African American Language (AAL) and, as such, provides a variety of scholarly perspectives that may not align with each other -- as is indicative of most scholarly research. The chapters in this book "interact" with one another as contributors frequently refer the reader to further elaboration on and references to related issues and connect their own research to related topics in other chapters within their own sections and the handbook more generally to create dialogue about AAL, thus affirming the need for collaborative thinking about the issues in AAL research. Though the Handbook does not and cannot include every area of research, it is meant to provide suggestions for future work on lesser-studied areas (e.g., variation/heterogeneity in regional, social, and ethnic communities) by highlighting a need for collaborative perspectives and innovative thinking while reasserting the need for better research and communication in areas thought to be resolved.
Handbook of Urban Education by H. Richard Milner IV,Kofi Lomotey Pdf
This volume brings together leading scholars in urban education to focus on inner city matters, specifically as they relate to educational research, theory, policy, and practice. Each chapter provides perspectives on the history and evolving nature of urban education, the current education landscape, and helps chart an all-important direction for future work and needs. The Handbook addresses seven areas that capture the breadth and depth of available knowledge in urban education: (1) Psychology, Health and Human Development, (2) Sociological Perspectives, (3) Families and Communities, (4) Teacher Education and Special Education, (5) Leadership, Administration and Leaders, (6) Curriculum & Instruction, and (7) Policy and Reform.
Partnering with Immigrant Communities by Gerald Campano,María Paula Ghiso,Bethany J. Welch Pdf
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 experiences, 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.
Adolescent Literacies by Kathleen A. Hinchman,Deborah A. Appleman Pdf
Showcasing cutting-edge findings on adolescent literacy teaching and learning, this unique handbook is grounded in the realities of students' daily lives. It highlights research methods and instructional approaches that capitalize on adolescents' interests, knowledge, and new literacies. Attention is given to how race, gender, language, and other dimensions of identity--along with curriculum and teaching methods--shape youths' literacy development and engagement. The volume explores innovative ways that educators are using a variety of multimodal texts, from textbooks to graphic novels and digital productions. It reviews a range of pedagogical approaches; key topics include collaborative inquiry, argumentation, close reading, and composition.ÿ
Data and Teaching by Joseph P. McDonald,Nora M. Isacoff,Dana Karin Pdf
This timely book explores what data use in teaching really is, how it works in theory and practice, and why it sometimes fails to achieve expected goals. Each chapter includes a discussion of a new direction that schools and teachers can take to ensure that data use in teaching actually spurs growth in learning.
Handbook of Research on Teaching the English Language Arts by Diane Lapp,Douglas Fisher Pdf
Now in its fourth edition, the Handbook of Research on Teaching the English Language Arts – sponsored by the International Literacy Association and the National Council of Teachers of English – remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching the English language arts and a comprehensive overview of research in the field. Reflecting important developments since the publication of the third edition in 2010, this new edition is streamlined and completely restructured around "big ideas" in the field related to theoretical and research foundations, learners in context, and new literacies. A Companion Website extends and enhances the Handbook with a wealth of additional resources. The Handbook of Research on Teaching the English Language Arts, Fourth Edition: Addresses all of the language arts within a holistic perspective (speaking/listening, language, writing, reading). Is well grounded and balanced in theory and research while promoting validated practice. Features authors who are known for their expertise and who represent diversity in culture, years in the profession, and geographic location. Gives attention to special populations and instructional contexts. Includes new media literacies. Has the authority of a research handbook while remaining practical for students in masters and doctoral classes.
Libraries, Literacy, and African American Youth by Sandra Hughes-Hassell,Pauletta Brown Bracy,Casey H. Rawson Pdf
This important book is a call to action for the library community to address the literacy and life outcome gaps impacting African American youth. It provides strategies that enable school and public librarians to transform their services, programs, and collections to be more responsive to the literacy strengths, experiences, and needs of African American youth. According to National Assessment of Educational Progress (NEAP), only 18 percent of African American fourth graders and 17 percent of African American eighth graders performed at or above proficiency in reading in 2013. This book draws on research from various academic fields to explore the issues surrounding African American literacy and to aid in developing culturally responsive school and library programs with the goal of helping to close the achievement gap and improve the quality of life for African American youth. The book merges the work of its three authors along with the findings of other researchers and practitioners, highlighting exemplary programs, such as the award-winning Pearl Bailey Library Program, the Maker Jawn initiative at the Free Library of Philadelphia, and the Blue Ribbon Mentor Advocate writing institute in the Chapel Hill-Carrboro City Schools, among others. Readers will understand how these culturally responsive programs put theory and research-based best practices into local action and see how to adapt them to meet the needs of their communities.
Through eight compelling stories of restorative literacies, Wolter explores the complex relationships among cognition, metacognition, identity, behavior in schools, and literacies. Based on the principles of restorative justice, restorative literacies are designed to help educators repair harm, restore relationships, and expand the concept of literacy for some of our most disenfranchised and disengaged students. Restorative literacies are not just about growing readers and writers per se. They are about creating a community of care that involves students, teachers, administrators, and families so that all students experience racially, culturally, linguistically, and economically responsive instruction in multiple forms of literacies. Drawing on the authorÕs rich experiences cultivating a love of reading among her students and studying the practices of other educators, Restorative Literacies advances a provocative set of examples about centering the voice and stories of people in our quest to humanize and reimagine how we care for, about, and with others. Book Features: Presents a literacy model of restorative justice that includes participation from teachers, principals, administrators, and parents.Contains engaging narratives from elementary and secondary schools to illustrate concepts and strategies.Explores compassionate listening as a conscious process of assuring that all involved are fully heard, a skill that requires removing assumptions, judgement, and bias.Identifies practices that take a positive view of learners, as opposed to referring students to special education.Uses restoration as an alternative to pushout practices that are designed to control students and often prevent them from reaching their capacity. “Restorative Literacies offers a refreshing perspective on the power of story in cultivating emancipatory, restorative, and transformative contexts of learning, teaching, and development. . . . During these times of civil and civic unrest, this is the book we need in education.” —From the Foreword by H. Richard Milner IV, Cornelius Vanderbilt Chair of Education, Vanderbilt University
The Vulnerable Heart of Literacy by Elizabeth Dutro Pdf
What is trauma and what does it mean for the literacy curriculum? In this book, elementary teachers will learn how to approach difficult experiences through the everyday instruction and interactions in their classrooms. Readers will look inside classrooms and literacies across genres to see what can unfold when teachers are committed to compassionate, critical, and relational practice. Weaving her own challenging experiences into chapters brimming with children’s writing and voices, Dutro emphasizes that issues of power and privilege matter centrally to how attention to trauma positions children. The book includes questions and prompts for discussion, reflection, and practice and describes pedagogies and strategies designed to provide opportunities for children to bring the varied experiences of life, including trauma, to their school literacies in positive, meaningful, and supported ways. “This stunning book about trauma interrogates the very notion. Dutro excels at interweaving her stories with those of teachers and students and at challenging readers to find their way into the fabric. I recommend this book to teachers so that they might accept her challenge to explore and understand the importance of both witnessing and testimony in relation to trauma in literacy curriculum and pedagogy.” —Mollie Blackburn, The Ohio State University
Child Cultures, Schooling, and Literacy by Anne Haas Dyson Pdf
Through analysis of case studies of young children (ages 3 to 8 years), situated in different geographic, cultural, linguistic, political, and socioeconomic sites on six continents, this book examines the interplay of childhoods, schooling, and, literacies. Written language is situated within particular childhoods as they unfold in school. A key focus is on children’s agency in the construction of their own childhoods. The book generates diverse perspectives on what written language may mean for childhoods. Looking at variations in the complex relationships between official (curricular) visions and unofficial (child-initiated) visions of relevant composing practices and appropriate cultural resources, it offers, first, insight into how those relationships may change over time and space as children move through early schooling, and, second, understanding of the dynamics of schools and the experience of childhoods through which the local meaning of school literacy is formulated. Each case—each child in a particular sociocultural site—does not represent an essentialized nation or a people but, rather, a rich, processual depiction of childhood being constructed in particular local contexts and the role, if any, for composing.
Amplifying the Curriculum by Aída Walqui,George C. Bunch Pdf
This book presents an ambitious model for how educators can design high-quality, challenging, and supportive learning opportunities for English Learners and other students identified to be in need of language and literacy support. Starting with the premise that conceptual, analytic, and language practices develop simultaneously as students engage in disciplinary learning, the authors argue for instruction that amplifies—rather than simplifies—expectations, concepts, texts, and learning tasks. The authors offer clear guidance for designing lessons and units and provide examples that demonstrate the approach in various subject areas, including math, science, English, and social studies. This practical resource will guide teachers through the coherent design of tasks, lessons, and units of study that invite English Learners (and all students) to engage in productive, meaningful, and intellectually engaging activity. “This book offers the most detailed guide available for designing instruction for students categorized as ELLs. Theoretically grounded and informed by years of implementation and study, this work is without equal in the field. I recommend the book enthusiastically as required reading in all teacher preparation programs.” —Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education, Stanford Graduate School of Education “Reflecting its title, this book is an amplification of what it means to provide the best learning opportunities for English Language learners. Drawing on classroom-based research, Amplifying the Curriculum offers many practical examples of intellectually engaging units and tasks. This innovative book belongs on the bookshelves of all teachers.” —Pauline Gibbons, UNSW Sydney “This timely book is a call to educators across the nation to integrate language, literacy, and disciplinary knowledge to improve the education of our new American students.” —Tatyana Kleyn, The City College of New York
