Literacy, Ideology, and Dialogue: Towards a Dialogic Pedagogy (S U N Y Series, Teacher Empowerment and School Reform)

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9780791421987: Literacy, Ideology, and Dialogue: Towards a Dialogic Pedagogy (S U N Y Series, Teacher Empowerment and School Reform)

This is the first scholarly examination of the use of dialogic theory and pedagogy by scholars and teachers of writing. Dialogic methods have become extremely important to many different approaches to pedagogy. However, no one has yet noted that such pedagogies are being espoused by scholars and teachers who have vastly differing theoretical and ideological orientations from one another. Given the fact that the same kind of pedagogy is being proposed by people from such widely differing perspectives, it is time for a substantial reassessment of the use of dialogic pedagogies in literacy education.

Ward's critique of the "democratic" dialogue that expressivists, social constructionists, radical pedagogists, and poststructuralists profess should be read by all compositionists employing collaborative learning in their classrooms. Ward's pedagogy acknowledges and makes room for the differences among students that feminist and social constructionist pedagogies often ignore; it takes into account that social relationships outside the composition classroom can affect the relationships of students within it.

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About the Author:

Irene Ward is in the English Department at Kansas State University, Manhattan.

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Ward, Irene
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Book Description State University of New York Press 8/30/1994, 1994. Paperback or Softback. Book Condition: New. Literacy Ideol Dialogue: Towards a Dialogic Pedagogy. Book. Bookseller Inventory # BBS-9780791421987

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Book Description State University of New York Press, United States, 1994. Paperback. Book Condition: New. New.. Language: English . Brand New Book ***** Print on Demand *****. This is the first scholarly examination of the use of dialogic theory and pedagogy by scholars and teachers of writing. Dialogic methods have become extremely important to many different approaches to pedagogy. However, no one has yet noted that such pedagogies are being espoused by scholars and teachers who have vastly differing theoretical and ideological orientations from one another. Given the fact that the same kind of pedagogy is being proposed by people from such widely differing perspectives, it is time for a substantial reassessment of the use of dialogic pedagogies in literacy education. Ward s critique of the democratic dialogue that expressivists, social constructionists, radical pedagogists, and poststructuralists profess should be read by all compositionists employing collaborative learning in their classrooms. Ward s pedagogy acknowledges and makes room for the differences among students that feminist and social constructionist pedagogies often ignore; it takes into account that social relationships outside the composition classroom can affect the relationships of students within it. Bookseller Inventory # APC9780791421987

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Book Description State University of New York Press, United States, 1994. Paperback. Book Condition: New. New.. Language: English . Brand New Book ***** Print on Demand *****.This is the first scholarly examination of the use of dialogic theory and pedagogy by scholars and teachers of writing. Dialogic methods have become extremely important to many different approaches to pedagogy. However, no one has yet noted that such pedagogies are being espoused by scholars and teachers who have vastly differing theoretical and ideological orientations from one another. Given the fact that the same kind of pedagogy is being proposed by people from such widely differing perspectives, it is time for a substantial reassessment of the use of dialogic pedagogies in literacy education. Ward s critique of the democratic dialogue that expressivists, social constructionists, radical pedagogists, and poststructuralists profess should be read by all compositionists employing collaborative learning in their classrooms. Ward s pedagogy acknowledges and makes room for the differences among students that feminist and social constructionist pedagogies often ignore; it takes into account that social relationships outside the composition classroom can affect the relationships of students within it. Bookseller Inventory # APC9780791421987

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Book Description State University of New York Press. Paperback. Book Condition: New. Paperback. 244 pages. Dimensions: 9.0in. x 6.0in. x 0.5in.Book by Ward, Irene This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Paperback. Bookseller Inventory # 9780791421987

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Book Description State University of New York Press, 1994. Paperback. Book Condition: Brand New. 244 pages. 9.25x6.00x0.50 inches. In Stock. Bookseller Inventory # x-0791421988

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