Description
This popular text articulates a powerful theory of critical literacy--in all its complexity. Critical literacy practices encourage students to use language to question the everyday world, interrogate the relationship between language and power, analyze popular culture and media, understand how power relationships are socially constructed, and consider actions that can be taken to promote social justice. By providing both a model for critical literacy instruction and many examples of how critical practices can be enacted in daily school life in elementary and middle school classrooms, Creating Critical Classrooms meets a huge need for a practical, theoretically based text on this topic.
Pedagogical features in each chapter
- Teacher-researcher Vignette
- Theories that Inform Practice
- Critical Literacy Chart
- Thought Piece
- Invitations for Disruption
- Lingering Questions
New in the Second Edition
- End-of-chapter "Voices from the Field"
- More upper elementary-grade examples
- New text sets drawn from "Classroom Resources"
- Streamlined, restructured, revised, and updated throughout
- Expanded Companion Website now includes annotated Classroom Resources; Text Sets; Resources by Chapter; Invitations for Students; Literacy Strategies; Additional Resources
Author: Mitzi Lewison, Christine Leland, Jerome C. Harste
Publisher: Routledge
Published: 08/26/2014
Pages: 286
Binding Type: Paperback
Weight: 1.30lbs
Size: 9.90h x 6.80w x 0.70d
ISBN13: 9780415737739
ISBN10: 0415737737
BISAC Categories:
- Education | Teaching | Subjects | Reading & Phonics
- Language Arts & Disciplines | Literacy
- Language Arts & Disciplines | Reading Skills
About the Author
Mitzi Lewison is Professor of Literacy, Culture, and Language Education in the School of Education at Indiana University-Bloomington, USA.
Christine Leland is Professor of Literacy, Culture, and Language Education in the School of Education at Indiana University-Purdue University, USA.
Jerome C. Harste is Professor Emeritus of the Department of Literacy, Language, and Culture, Indiana University-Bloomington, USA, where he held the distinction of being the first Armstrong Professor in Teacher Education.
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