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Afrocentric Teacher-Research: Rethinking Appropriateness and Inclusion New edition [Kietas viršelis]

  • Formatas: Hardback, 166 pages, aukštis x plotis: 230x155 mm, weight: 370 g
  • Serija: Studies in Composition and Rhetoric 6
  • Išleidimo metai: 30-Nov-2012
  • Leidėjas: Peter Lang Publishing Inc
  • ISBN-10: 1433117541
  • ISBN-13: 9781433117541
Kitos knygos pagal šią temą:
Afrocentric Teacher-Research: Rethinking Appropriateness and Inclusion New editionDidesnis paveikslėlis
  • Formatas: Hardback, 166 pages, aukštis x plotis: 230x155 mm, weight: 370 g
  • Serija: Studies in Composition and Rhetoric 6
  • Išleidimo metai: 30-Nov-2012
  • Leidėjas: Peter Lang Publishing Inc
  • ISBN-10: 1433117541
  • ISBN-13: 9781433117541
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781433117541.html
Raktažodžiai:
Afrocentric Teacher-Research: Rethinking Appropriateness and Inclusion reports on a qualitative teacher-research study that examines the ways in which African American and other students perform expository writing tasks using an Afrocentric Ebonics-focused first-year writing curriculum. Foundational to the book is a study of twenty-one student-writers and one writing classroom employing an Afrocentric Ebonics-based curriculum. Further, this book conceptualizes a theory of Afrocentric teacher-research that includes all students in addition to African Americans, and positions teacher-research as a methodology that not only transforms classroom practices, but also transforms disciplinary practices by urging rhetoric and composition teachers and scholars to revise the way that we study Afrocentric pedagogies and Ebonics-based linguistic practices.

Afrocentric Teacher-Research: Rethinking Appropriateness and Inclusion reports on a qualitative teacher-research study that examines the ways in which African American and other students perform expository writing tasks using an Afrocentric Ebonics-focused first-year writing curriculum.

Recenzijos

«In this book, Perryman-Clark [ ] pushes our notions about what might constitute a common approach into a fresh new space by putting an Afrocentric worldview at the center of a writing curriculum that teaches students to value all languages and language practices. [ ] This is important, forward-thinking scholarship that all teachers, administrators and graduate teachers should take seriously.» (Malea Powell, 2012 Chair, Conference on College Composition & Communication; Associate Professor of Writing, Rhetoric & American Cultures, Michigan State University)

Foreword vii
Elaine B. Richardson
Acknowledgments ix
Introduction: Understanding Appropriateness and Conclusion: A Push Toward Relevance 1(6)
Chapter One Theoretical Foundations for Afrocentricity and Ebonics
7(18)
Chapter Two African American Worldviews: Practical Applications in the First-Year Writing Classroom
25(22)
Chapter Three Afrocentric Pedagogy: Implications for Using Teacher-Research to Transform Classroom and Disciplinary Practices
47(18)
Chapter Four African American Students and They Writing: A Rhetoric of Appropriateness
65(20)
Chapter Five Afrocentricity for All Students: Toward a Pedagogy of Inclusion
85(26)
Chapter Six Rethinking Inclusion and Appropriateness in Writing Programmatic and Institutional Designs: A View from Oakland
111(18)
Appendix Michigan State University and Western Michigan University Writing Assignments 129(26)
Bibliography 155(10)
Index 165
Staci M. Perryman-Clark is Assistant Professor of English-Rhetoric and Writing Studies and Director of First-Year Writing at Western Michigan University. She is the editor of Reading and Writing in the Age of Cultural Diversity (2011). Her recent publications appear in Composition Forum, Composition Studies, WPA: Writing Program Administration, Pedagogy: Critical Approaches to Teaching Composition and Literature, Teaching English in a Two-Year College, and Computers and Composition.