Return-Path: <nifl-povracelit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f1KMml928357; Tue, 20 Feb 2001 17:48:47 -0500 (EST) Date: Tue, 20 Feb 2001 17:48:47 -0500 (EST) Message-Id: <sa92ad25.089@jsi.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-povracelit@literacy.nifl.gov Originator: nifl-povracelit@literacy.nifl.gov Sender: nifl-povracelit@literacy.nifl.gov Precedence: bulk From: "Andy Nash" <andy_nash@jsi.com> To: Multiple recipients of list <nifl-povracelit@literacy.nifl.gov> Subject: [NIFL-POVRACELIT:415] Cross-posting from Women and Literacy list X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Novell GroupWise 5.2 Status: O Content-Length: 2732 Lines: 81 Dear all, FYI - a new resource has become available, and is likely to be of interest to people on this list (and I hope you'll share it with other colleagues/friends, as well). Information follows, and/or go directly to Heinemann for more information and an excerpt in PDF. Many of you are familiar with Rachel Martin's work and will likely want to check this out, too. best, Janet Isserlis Listening Up: Reinventing Ourselves as Teachers and Students http://www.boyntoncook.com (click on "new titles" and then the book) Listening Up offers a personal look at the Freirean ideas that guided Rachel Martin's early years of teaching, and the theories and classroom experiences that urged her to take a second look. The ideas Martin draws on help us think in new ways about how power works. They provide the possibility of seeing how teachers' own needs and desires might find a place in classroom inquiry, as we come to see how our relationship to domination is a matter neither of complete acquiescence nor absolute resistance. Martin uses poststructural and psychoanalytic ideas in accessible ways--and shows how they can be put to work in daily ways to create social change. While the goal of "meaning making" has become a guidepost in radical teaching, Martin aims in the direction of a pedagogy that places her in a more genuine position of "co-learner" as, together with her students, she questions how those meanings are made. Later chapters address the "What do I do on Monday morning?" question. Full of practical ideas, they highlight the implications that notions of multiple voices and identities have for the teaching of writing and the questions they raise about the teaching of reading. Martin also describes community publishing projects in which she has been involved (with neighborhood residents in Boston, welfare activists, and others.) Poor and working-class people are seldom able to get their written visions and strategies into print, to become part of the way the world is described and possibilites for change are considered. Martin argues that community publishing does that, as it also links self-determination to self-definition. Martin puts herself on the line by taking a revealing look at her own experiences inside and outside the classroom. As a result, Listening Up comes across as a warm invitation to join the author in some practical theorizing. In addition to speaking directly to teachers of youth and adult literacy, and College Writing, Listening Up is geared to college courses in: Ed. Foundations Cultural Studies Language and Literacy Curriculum Theory Teacher Research Narrative Research Methods Critical Theory Feminist Pedagogies
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