Buch, Englisch, 246 Seiten, Format (B × H): 234 mm x 156 mm, Gewicht: 388 g
Reading Classrooms Differently
Buch, Englisch, 246 Seiten, Format (B × H): 234 mm x 156 mm, Gewicht: 388 g
ISBN: 978-0-367-86206-0
Verlag: Taylor & Francis Ltd
Literacies, Literature and Learning: Reading Classrooms Differently attends to pressing questions in literacy education, such as the poor quality of many children’s experiences as readers, routine disregard for their thinking and the degrading impact of narrow skills measurement and comparison. This cutting-edge book moves beyond social, psychological and scientific categories that focus on individualistic and linear notions of the knowing subject; of progress and development; and of child as less than fully human. It adopts a posthumanist framework to explore new perspectives for teaching, learning and research.
Authors from diverse disciplines and continents have collaborated to interrogate the colonising characteristics of humanism and to imagine a different – more just - reading of a literacy classroom. Questions of de/colonisation are tackled through the exploration of both education and research practices that seek to de-centre the human and include the more than human. Inspired by an example of high quality children’s literature, playful philosophical teaching and the power of the material, the authors show how the chapters diffract with one another, thereby opening up radical possibilities for a different doing of childhood.
The book hopes to help transform adult-child relationships in schools and universities. As such, it should be of great interest to academics, researchers and postgraduate students in the areas of literacy, philosophy, law, education, the wider social sciences, the arts, health sciences and architecture. It should also be essential reading for teacher educators and practitioners around the world.
Zielgruppe
Postgraduate and Professional
Autoren/Hrsg.
Weitere Infos & Material
PART I HOW TO FIND GOLD IN LITERACIES
Chapter 1: Philosophical Playthinking in a South African literacy ‘classroom’
Karin Murris with Joanna Haynes
Chapter 2: Posthumanism, de/colonizing education and child(hoods) in South Africa
Karin Murris
Chapter 3: Philosophy for Children: a postdevelopmental relationality
Karin Murris and Joanna Haynes
Chapter 4: The ‘classroom’ and posthuman research methodologies
Karin Murris and Joanna Haynes
PART II FINDING GOLD IN A SOUTH AFRICAN LITERACY CLASSROOM
Chapter 5: Beyond Words: Materiality and the Play of Things
Theresa Giorza and Joanna Haynes
Chapter 6: Bodies with legs: ‘fidgeting’ and how recording practices matter
Karin Murris and Sumaya Babamia
Chapter 7: Chairs and questions at work in literacies
Rose-Anne Reynolds with Joanne Peers
Chapter 8: Digging and diving for treasure: erasures, silences and secrets
Karin Murris and Judy Crowther, with Sara Stanley
Chapter 9: The Text in the Classroom: Decolonial Reading Practices
Christopher Ouma
Chapter 10: Philosopher Children Moving through Spacetime
Kai Wood Mah and Patrick Lynn Rivers
Chapter 11: Facilitating and Difficultating: The Cultivation of Teacher Ignorance and Inventiveness
Joanna Haynes and Walter Kohan
