This work provides an analysis of how knowledge is constructed and defined by teachers and lecturers in schools and universities/colleges. It considers how everyday uses of reading, writing, numeracy and science are cast aside in favour of academic language and academic discourse, arguing that such discourses are alien to learners' daily experiences and are, therefore, difficult to acquire and adopt.; Chapters examine literacies of English, mathematics and science as practised in and outside schools and colleges. The book is interdisciplinary and multicultural, adopting perspectives from the UK, USA, South Africa, India, Brazil and Kenya. It should be of interest to a wide market of educationalists, including those involved in educational policy making, teacher education, cultural/multicultural studies, development studies, anthropology, and adult and continuing education.
Author(s): Dave Baker, John Clay, Carol Fox (Editors)
Publisher: Taylor & Francis Group
Year: 1996
Language: English
Pages: 224
Book Cover......Page 1
Half-title......Page 2
Title......Page 4
Copyright......Page 5
Contents......Page 6
Acknowledgements......Page 8
Introduction......Page 9
Part I: Changing the Subject Boundaries......Page 18
1 Good Science or Good Art? or Both?......Page 19
2 Evolving Shared Discourse with Teachers to Promote Literacies for Learners in South Africa......Page 25
3 Mathematics, and its Learning, as Narrative-A Literacy for the Twenty-first Century......Page 35
Part II: Literacy Practices Inside Schools, Outside Schools and in Higher Education......Page 46
4 Scientific Literacy: A Functional Construct......Page 47
5 Family Literacy Programmes and Home Literacy Practices......Page 56
6 Enlarging the ‘Ways of Taking’ from Literary Texts: Mode-switching in the Primary Classroom......Page 66
7 Frames of Knowledge......Page 74
8 Children’s Formal and Informal School Numeracy Practices......Page 83
9 ‘How Can You “Discuss” Alone?’: Academic Literacy in a South African Context......Page 92
10 Academic Literacies......Page 104
Part III: The Role of Texts in Literacies for Learning......Page 131
11 An Agenda for Research on Text Materials in Primary Science for Second Language Learners in Developing Countries......Page 132
12 ‘Focusing on the Frames’: Using Comic Books to Challenge Dominant Literacies in South Africa......Page 141
13 Book Learning: Literacy and Information......Page 154
Part IV: Questioning Dominant Canons and Practices......Page 165
14 Dominant and Subversive Literacy Practices: The Case for Literature......Page 166
15 Scientific Literacy: Whose Science? Whose Literacy?......Page 177
16 Calculating People-Origins of Numeracy in India and the West......Page 187
Notes on Contributors......Page 197
Author Index......Page 201
Subject Index......Page 207
