| Description |
1 online resource : color illustrations. |
| Series |
Anti-colonial educational perspectives for transformative change,
2542-9280 ;
volume 11
|
|
Anti-colonial educational perspectives for transformative change ; v. 11.
|
| Bibliography |
Includes bibliographical references. |
| Contents |
Introduction -- PART 1. Critical School Writing as a Place for Transformation. Transformative Literacy: Narrative as Retrospective Meaning Making -- A Framework for Writing to Transform Our World -- Teacher Candidates Critical Work and a Critical Discourse Analysis -- Language and Power: Emergent Themes -- PART 2. Teacher Action Research. Teacher Action Research: Schools as Knowledge Democracies -- Using Teacher Action Research to Support Narrative as Writing Pedagogy -- PART 3. Teachers as Change Agents. Challenging the Practice of Testing and Grades as Proof of Good Teaching and Learning: Challenging Writing as Merely a Skill -- Narrative to Promote "School" Writing While Writing for Meaning and Purpose -- General Discussion and Conclusions: Changing the Dominant Literacy Pedagogy One Story at a Time. |
| Summary |
""I just cannot write" or "I am not a good writer" are familiar complaints from students in academia. Many of them claim they cannot express themselves clearly in written text, and their lack of this skill impedes them in their academic career. In this book, the author argues that teachers can help solve this when they start viewing writing not as secondary to reading, but as the equally important side of the same coin. Those who cannot read, will not be able to write. The author explains how teaching and regular practicing of how to write from an early age onwards helps children grow into students who are self-aware of their voices. By employing narrative as a process of learning to write and a way to read, teachers can teach children the art of writing, while also making children more aware of their own constructions of narrative. Combining the focus on individual and group expression in writing lessons, students can trace and reflect on their own life transformations through their writing process. Good writers are not born that way, but made through effort and practice. Changes in the U.S. curriculum may not only lead to better-expressed citizens, but also to a more equal society in which both teachers and children have a voice"-- Provided by publisher. |
| Local Note |
eBooks on EBSCOhost All EBSCO eBooks |
| Subject |
Creative writing (Elementary education) -- United States.
|
|
Literacy -- Study and teaching (Elementary) -- United States.
|
|
Elementary school teachers -- Training of -- United States.
|
|
Action research in education.
|
|
Action research in education. |
|
Creative writing (Elementary education) |
|
Elementary school teachers -- Training of. |
|
Literacy -- Study and teaching (Elementary) |
|
United States. |
| Other Form: |
Print version: Wasser, Nancy A. Narrative as writing and literacy pedagogy for preservice elementary teachers Boston ; Leiden : Brill, [2021] 9789004468504 (DLC) 2021030067 |
| ISBN |
900446851X electronic book |
|
9789004468511 (electronic bk.) |
|
9789004468504 paperback acid-free paper |
|
9789004393851 hardcover acid-free paper |
|
