Return-Path: <nifl-womenlit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f1E09f913406; Tue, 13 Feb 2001 19:09:41 -0500 (EST) Date: Tue, 13 Feb 2001 19:09:41 -0500 (EST) Message-Id: <v0421010bb6af7c5af304@[128.148.147.35]> Errors-To: alcrsb@langate.gsu.edu Reply-To: nifl-womenlit@literacy.nifl.gov Originator: nifl-womenlit@literacy.nifl.gov Sender: nifl-womenlit@literacy.nifl.gov Precedence: bulk From: Janet Isserlis <Janet_Isserlis@brown.edu> To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:1243] new resource X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset="us-ascii" ; format="flowed" Status: O Content-Length: 2903 Lines: 64 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 [website below] 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.heinemann.com/code/template.ghc?direct=search_titles&dw=vi >ew&book_id=1883 > >>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
This archive was generated by hypermail 2b30 : Fri Jan 18 2002 - 11:32:10 EST