"Eyes on the Ought to Be": What We Teach about when We Teach about LiteracyThis book explores tensions surrounding the teaching of literacy in three settings of nontraditional adult education: correctional education, vocational education, and the Highlander Folk School. What literacy is supposed to do, and thus what it means, varies widely across these discourses. At its center of the book is the belief that teachers and scholars must understand the worlds toward which they, and the institutions they teach within, aspire to create through the process of education. |
Contents
Introduction | 1 |
Chapter Outline | 8 |
Educational Literacy Practices and the World | 17 |
Copyright | |
10 other sections not shown
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"Eyes on the Ought to Be": What We Teach about when We Teach about Literacy Kirk Branch No preview available - 2007 |
Common terms and phrases
adult education African Americans approach argue argument basic Basil Bernstein becomes Bernstein Bourdieu and Passeron central challenge chapter citizens Citizenship Schools civil rights claim classroom Communist competencies competency-based education context correctional education course crime criminal critique cultural curriculum defined definition democratic discourse of vocational discussion Duguid economic educa education in prison educational literacy practices effect emphasize employees eracy field focus focused future goals Grundy County high-performance workplace Highlander Folk School Highlander's highlight ibid individual inmates institutions instruction jail labor literacy education literacy studies means ment métis moral Myles Horton neutral notes official particular pedagogic device pedagogic discourse Pell Grants perspective political programs read and write recidivism recontextualization regulative discourse rehabilitation reproduction requires rhetorical role shape skills sort suggests teachers teaching theories tion tional transformation understanding vision vocational education workers