Now We Read, We See, We Speak Portrait of Literacy Development in an Adult Freirean-Based Class

ISBN-10: 0805834702
ISBN-13: 9780805834703
Edition: 2000
List price: $48.95
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Description: Now We Read, We See, We Speakcompellingly captures eight women's progress toward empowerment through a Freirean-based literacy class in rural El Salvador and, in the process, provides telling lessons for literacy and adult educators around the  More...

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Book details

List price: $48.95
Copyright year: 2000
Publisher: Routledge
Publication date: 4/1/2000
Binding: Paperback
Pages: 280
Size: 6.00" wide x 9.00" long x 0.75" tall
Weight: 0.990
Language: English

Now We Read, We See, We Speakcompellingly captures eight women's progress toward empowerment through a Freirean-based literacy class in rural El Salvador and, in the process, provides telling lessons for literacy and adult educators around the world. This book fills a real gap in the educational literature on critical theory and literacy teaching and learning. For the first time, we have a multi-layered description and analysis of a literacy class based on Freirean precepts and principles, through the perspective of "traditional" literacy theory and as interpreted through a literacy development lens. This allows us to consider how the adult students learned to read and write within a classroom context that embodies such Freirean precepts as dialogic teacher/student relations; respect for and knowledge of the learners' lives, language and culture; and intentionality about social-political change. Thus, this book is directed toward literacy practitioners, teachers, and researchers who may have heard or read about critical theory but have a need for concrete examples of the methodological implications of such theory. Enlivening this account is the compelling description of the histories and lives of the students in the literacy classcampesinoswomen who have survived a brutal and devastating civil war in El Salvador and who, nevertheless, stepped forward to work with a U.S.-trained literacy teacher, Robin Waterman, to learn to read and write for purposes of personal and sociocultural empowerment. The authors provide a highly readable presentation of the historical and cultural contexts for the women and the literacy class. They also raise issues of socioeconomic marginalization, unequal power relationships, and gender as they relate to literacy development. Basing their account on meticulously gathered and analyzed ethnographic data, Purcell-Gates and Waterman go beyond the presentation of the study to suggest implications and issues for adult literacy education in the United States, linking their findings to current topics in adult education, as well as literacy development in general.

Victoria Purcell-Gates is Canada Research Chair in Early Childhood Literacy at the University of British Columbia .

Preface
Acknowledgments
Contexts
Adult Literacy and Paulo Freire: A Lens for Hope
Endnotes
Revolutionary Struggle and Literacy: Historical Context
Endnotes
A Literacy Class Takes Shape: Eight Women's Literacy Histories and Motivations
Endnotes
The Literacy Class
The Literacy Class: Engaoing With Social Reality and Print to Effect Change
Endnotes
Learning Through Dialogue: Reading and Writing the World
Endnotes
The Language of the People: Issues of Language and Power
Endnotes
Dialogic Practice: The Teacher as Student and the Student as Teacher
Endnotes
�Qui �en fui, Qui �n soy, Qui �n puedo ser? Who Was I, Who Am I, Who Can I Be?
Endnotes
Insights For Adult Literacy Education
Literacy Development and Freirean-Based Pedagogy
Endnotes
Researchers' Histories and Stances
Methodology
Endnote
References
Author Index
Subject Index

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