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Author: Suzanne Manizza Roszak Publisher: Univ. Press of Mississippi ISBN: 1496842936 Category : Literary Criticism Languages : en Pages : 140
Book Description
Outside the world of children’s literature studies, children’s books by authors of well-known texts “for adults” are often forgotten or marginalized. Although many adults today read contemporary children’s and young adult fiction for pleasure, others continue to see such texts as unsuitable for older audiences, and they are unlikely to cross-read children’s books that were themselves cross-written by authors like Chinua Achebe, Anita Desai, Joy Harjo, or Amy Tan. Meanwhile, these literary voices have produced politically vital works of children’s literature whose complex themes persist across boundaries of expected audience. These works form part of a larger body of activist writing “for children” that has long challenged preconceived notions about the seriousness of such books and ideas about who, in fact, should read them. They Also Write for Kids: Cross-Writing, Activism, and Children’s Literature seeks to draw these cross-writing projects together and bring them to the attention of readers. In doing so, this book invites readers to place children’s literature in conversation with works more typically understood as being for adult audiences, read multiethnic US literature alongside texts by global writers, consider children’s poetry and nonfiction as well as fiction, and read diachronically as well as cross-culturally. These ways of reading offer points of entry into a world of books that refuse to exclude young audiences in scrutinizing topics that range from US settler colonialism and linguistic prejudice to intersectional forms of gender inequality. The authors included here also employ an intricate array of writing strategies that challenge lingering stereotypes of children’s literature as artistically as well as intellectually simplistic. They subversively repurpose tropes and conventions from canonical children’s books; embrace an epistemology of children’s literature that emphasizes ambiguity and complexity; invite readers to participate in redefining concepts such as “civilization” and cultural belonging; engage in intricate acts of cross-cultural representation; and re-envision their own earlier works in new forms tailored explicitly to younger audiences. Too often disregarded by skeptical adults, these texts offer rich rewards to readers of all ages, and here they are brought to the fore.
Author: Suzanne Manizza Roszak Publisher: Univ. Press of Mississippi ISBN: 1496842936 Category : Literary Criticism Languages : en Pages : 140
Book Description
Outside the world of children’s literature studies, children’s books by authors of well-known texts “for adults” are often forgotten or marginalized. Although many adults today read contemporary children’s and young adult fiction for pleasure, others continue to see such texts as unsuitable for older audiences, and they are unlikely to cross-read children’s books that were themselves cross-written by authors like Chinua Achebe, Anita Desai, Joy Harjo, or Amy Tan. Meanwhile, these literary voices have produced politically vital works of children’s literature whose complex themes persist across boundaries of expected audience. These works form part of a larger body of activist writing “for children” that has long challenged preconceived notions about the seriousness of such books and ideas about who, in fact, should read them. They Also Write for Kids: Cross-Writing, Activism, and Children’s Literature seeks to draw these cross-writing projects together and bring them to the attention of readers. In doing so, this book invites readers to place children’s literature in conversation with works more typically understood as being for adult audiences, read multiethnic US literature alongside texts by global writers, consider children’s poetry and nonfiction as well as fiction, and read diachronically as well as cross-culturally. These ways of reading offer points of entry into a world of books that refuse to exclude young audiences in scrutinizing topics that range from US settler colonialism and linguistic prejudice to intersectional forms of gender inequality. The authors included here also employ an intricate array of writing strategies that challenge lingering stereotypes of children’s literature as artistically as well as intellectually simplistic. They subversively repurpose tropes and conventions from canonical children’s books; embrace an epistemology of children’s literature that emphasizes ambiguity and complexity; invite readers to participate in redefining concepts such as “civilization” and cultural belonging; engage in intricate acts of cross-cultural representation; and re-envision their own earlier works in new forms tailored explicitly to younger audiences. Too often disregarded by skeptical adults, these texts offer rich rewards to readers of all ages, and here they are brought to the fore.
Author: George Orwell Publisher: Renard Press Ltd ISBN: 1913724263 Category : Literary Collections Languages : en Pages : 15
Book Description
George Orwell set out ‘to make political writing into an art’, and to a wide extent this aim shaped the future of English literature – his descriptions of authoritarian regimes helped to form a new vocabulary that is fundamental to understanding totalitarianism. While 1984 and Animal Farm are amongst the most popular classic novels in the English language, this new series of Orwell’s essays seeks to bring a wider selection of his writing on politics and literature to a new readership. In Why I Write, the first in the Orwell’s Essays series, Orwell describes his journey to becoming a writer, and his movement from writing poems to short stories to the essays, fiction and non-fiction we remember him for. He also discusses what he sees as the ‘four great motives for writing’ – ‘sheer egoism’, ‘aesthetic enthusiasm’, ‘historical impulse’ and ‘political purpose’ – and considers the importance of keeping these in balance. Why I Write is a unique opportunity to look into Orwell’s mind, and it grants the reader an entirely different vantage point from which to consider the rest of the great writer’s oeuvre. 'A writer who can – and must – be rediscovered with every age.' — Irish Times
Author: Shelley S. Peterson Publisher: Portage & Main Press ISBN: 1553792394 Category : Education Languages : en Pages : 191
Book Description
As the amount of curriculum in today’s classrooms expands and teaching time seems to shrink, teachers are looking for ways to integrate content area and writing instruction. In this revised and expanded edition of Writing Across the Curriculum, Shelley Peterson shows teachers how to weave writing and content area instruction together in their classrooms. The author provides practical and helpful ideas for classroom teachers and content-area specialists to easily incorporate writer’s workshop while teaching in their subject area. New features in this second edition include: • Websites that can be used to teach writing (e.g., wiki’s, weblogs, and digital storytelling) • Examples from grades 4-8 classrooms that show how science, social studies, health, and mathematics teachers can also be teachers of poetry, narrative, and non-narrative writing • New assessment scoring guides • Information on working with struggling writers and supporting English Language Learners • Graphic organizers, templates, and mini-lessons that engage students in learning
Author: Anka Ryall Publisher: Routledge ISBN: 1000372995 Category : Literary Criticism Languages : en Pages : 201
Book Description
Can the recovery of women's contributions to literary culture be compared to a salvage operation? In that case, for what purpose? The essays in this book explore the role of women writers and readers in Nordic literary culture within a European and worldwide network of literary exchange. Specifically, they consider the transnational transmission of women's literary texts during the nineteenth and twentieth centuries. Textual exchange is as a migratory practice entailing processes of textual export, import, translation, reception and dissemination across national boundaries. These essays are case studies that not only explore the various transformations that happen when texts migrate from one cultural and linguistic framework to another, but also highlight the gendered nature of such transformations and the significance of transcultural exchange for perceptions of gender. Spanning from digital humanities and world literature, libraries and reading societies to the transnational reception of authors such as Selma Lagerlöf, Simone de Beauvoir and Monika Fagerholm, the essays contribute to an exciting and expanding field of humanities research. The chapters in this book were originally published as a special issue of NORA—Nordic Journal of Feminist and Gender Research.
Author: David Lloyd Publisher: Cambridge Scholars Publishing ISBN: 1527535991 Category : Nature Languages : en Pages : 188
Book Description
This volume will provide eco-socially-oriented science and environmental educators with a diverse set of examples of how science and environmental learning for students and their co-learner teachers can be enacted in ways which contribute to their understanding of, commitment to and capabilities towards, living for a more eco-socially just and, therefore, more sustainable world. Science and environmental learning is set within a challenging framework, one that entails critical, transdisciplinary learning and acting, and values all the human and other-than-human beings sharing Earth’s rich, but finite, resources. The text asserts that ethical contemporary science and environmental education, which practitioners might find within science, technology, engineering, and mathematics (STEM), will have at centre-stage not merely more factual knowledge, but also the development of learners’ affect and behaviour towards acting for eco-social justice. This will demand that learners more fully appreciate not only the necessity to transition swiftly to living within planetary boundaries, but also the requirements of ethical living—that humans share health and well-being more equally with their own and all other species. Further, the book proposes that eco-socially responsible science and environmental education must be set within a transdisciplinary and integral framework, one in which curriculum and pedagogy are embedded in everyday practice. In this transition project from unsustainable inequities to eco-social justice, teachers and community leaders need to work with their students/citizens in envisioning preferable futures, and developing shared knowledge, values, dispositions, courage and capabilities to work towards such futures, and in genuine attempts at affecting them.
Author: Michael P. Zuckert Publisher: University of Chicago Press ISBN: 022613587X Category : Philosophy Languages : en Pages : 400
Book Description
This critical study of the influential political theorist dispels popular myths and reveals the inner logic of his varied and notoriously complex writings. Political theorist Leo Strauss was unexpectedly thrust into the media spotlight for his alleged influence on neoconservative politics. With The Truth about Leo Strauss, Michael and Catherine Zuckert challenged the many claims and speculations about this complex thinker. Now, with Leo Strauss and the Problem of Political Philosophy, they offer a more comprehensive interpretation of Strauss’s thought, using the many manifestations of the “problem of political philosophy” as their touchstone. Strauss, they argue, sought to restore political philosophy to its original Socratic form. This is demonstrated through his critique of positivism and historicism, two intellectual currents that undermined his Socratic project. The authors also explore Strauss’s interpretation of both ancient and modern political philosophers, including Plato, Aristotle, Machiavelli, and Locke. Finally, they examine Strauss’s thought in the context of the twentieth century, when his chief interlocutors were Schmitt, Husserl, Heidegger, and Nietzsche. Leo Strauss and the Problem of Political Philosophy is the most in-depth treatment of this often misunderstood thinker, examining his ideas across his long career. It reveals Strauss’s overall intellectual project: to decode how ancient and modern theory attempted to solve the problem of political philosophy. And it shows why Strauss considered the ancient solution both philosophically and politically superior.
Author: Michael Abayomi Alabi Publisher: Christian Faith Publishing, Inc. ISBN: 1644162911 Category : Religion Languages : en Pages : 219
Book Description
When we leave our destiny in the hands of others and live our life in the past, we immediately destroy our future. Scientists in the human genome industry have proved that all humans are 99.9 percent the same. Why then are some ethnicities progressive and others nonprogressive? Our current problems are not with the slave or colonial masters. We Are Becoming the Problem Now! Had we continued in the legacy of our ancestors simply known as slaves, we ought to have been the pride and joy of the whole world. They went through unimaginable pain, sorrow, hardship, and torment. They survived and even succeeded by leaving a godly legacy behind in the Negro spiritual songs and in arts, education, industry, and every conceivable field. Our current major problems as blacks in Africa and all over the world simply put are leadership and disunity. We do the dirty work by self-destroying ourselves and each other. Only few illiterate Caucasian would engage in overt discrimination. The majority of us have been trained in the art and act of covert self-destruction and in the destruction of the whole. We have so much zeal but without knowledge. We must bear in mind that zeal without knowledge is dead, so also knowledge without zeal is equally lifeless (Romans 10:2). Not until we harness our zeal and knowledge comprehensively can we live a progressive life. It has been said that if the West is to stand still and halt all development and progress, Africa would never catch up. Yet we have PhDs in every conceivable field. Do we blame that on the ancestors of the slave or colonial masters? No! We are to be blamed. We Are Becoming the Problem Now! Those who have ears to hear, let them hear because time is of the essence.
Author: Hilary Fraser Publisher: Cambridge University Press ISBN: 1107075750 Category : Art Languages : en Pages : 255
Book Description
This book examines women's art writing in the nineteenth century, challenging the idea of art history as a masculine intellectual field.
Author: Margaret (Peg) Smith Publisher: Corwin Press ISBN: 1544321260 Category : Education Languages : en Pages : 189
Book Description
"This book makes the five practices accessible for high school mathematics teachers. Teachers will see themselves and their classrooms throughout the book. High school mathematics departments and teams can use this book as a framework for engaging professional collaboration. I am particularly excited that this book situates the five practices as ambitious and equitable practices." Robert Q. Berry, III NCTM President 2018-2020 Samuel Braley Gray Professor of Mathematics Education, University of Virginia Take a deeper dive into understanding the five practices—anticipating, monitoring, selecting, sequencing, and connecting—for facilitating productive mathematical conversations in your high school classrooms and learn to apply them with confidence. This follow-up to the modern classic, 5 Practices for Orchestrating Productive Mathematics Discussions, shows the five practices in action in high school classrooms and empowers teachers to be prepared for and overcome the challenges common to orchestrating math discussions. The chapters unpack the five practices and guide teachers to a deeper understanding of how to use each practice effectively in an inquiry-oriented classroom. This book will help you launch meaningful mathematical discussion through · Key questions to set learning goals, identify high-level tasks, anticipate student responses, and develop targeted assessing and advancing questions that jumpstart productive discussion—before class begins · Video excerpts from real high school classrooms that vividly illustrate the five practices in action and include built-in opportunities for you to consider effective ways to monitor students’ ideas, and successful approaches for selecting, sequencing, and connecting students’ ideas during instruction · "Pause and Consider" prompts that help you reflect on an issue—and, in some cases, draw on your own classroom experience—prior to reading more about it · "Linking To Your Own Instruction" sections help you implement the five practices with confidence in your own instruction The book and companion website provide an array of resources including planning templates, sample lesson plans, completed monitoring tools, and mathematical tasks. Enhance your fluency in the five practices to bring powerful discussions of mathematical concepts to life in your classroom.
Author: Sally Featherstone Publisher: Bloomsbury Publishing ISBN: 1472923472 Category : Education Languages : en Pages : 66
Book Description
Help early learners develop their writing skills through these fun and stimulating activites. Remember writing is not just for indoors - expand your writing environment both inside and out! These activites are easy to source and cost-effective for every Early Years setting.
Author: Suzanne Manizza Roszak
Author: Suzanne Manizza Roszak
Author: George Orwell
Author: Shelley S. Peterson
Author: Anka Ryall
Author: David Lloyd
Author: Michael P. Zuckert
Author: Michael Abayomi Alabi
Author: Hilary Fraser![The Five Practices in Practice [High School] PDF](https://books.google.com/books/content/images/frontcover/jHjEDwAAQBAJ?fife=w80-h100)
Author: Margaret (Peg) Smith
Author: Sally Featherstone