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ISBN 10: 1138321680 ISBN 13: 9781138321687
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Published by Taylor & Francis Ltd, 2020
ISBN 10: 1138321680 ISBN 13: 9781138321687
Language: English
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Published by Taylor & Francis Ltd, London, 2020
ISBN 10: 1138321680 ISBN 13: 9781138321687
Language: English
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Add to basketPaperback. Condition: new. Paperback. Originally published in 1992. What kinds of literacy are appropriate for life and work in the late twentieth century? What historically is the relationship between curriculum and literacy, and how is it changing? The essays in this book provide an innovative forum for discussion for what are often two quite distinct enterprises: literacy research and curriculum studies. They re-frame and redraw the traditional boundaries between these two disciplines, examining socio-cultural theories and classroom practices in a diverse and lively debate. They explore readings of the modernist/postmodernist debate and specific studies in curriculum politics and history, rhetoric, language and literacy education, media studies and educational linguistics. This multi-voiced anthology brings together researchers from Australia, the United Kingdom, Canada and the United States in a common critical reassessment of the curriculum/literacy nexus. Originally published in 1992. The essays in this book provide an innovative forum for discussion for what are often two quite distinct enterprises: literacy research and curriculum studies. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
Published by Routledge 2020-02-01, 2020
ISBN 10: 1138321680 ISBN 13: 9781138321687
Language: English
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Add to basketTaschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Originally published in 1992. What kinds of literacy are appropriate for life and work in the late twentieth century What historically is the relationship between curriculum and literacy, and how is it changing The essays in this book provide an innovative forum for discussion for what are often two quite distinct enterprises: literacy research and curriculum studies. They re-frame and redraw the traditional boundaries between these two disciplines, examining socio-cultural theories and classroom practices in a diverse and lively debate. They explore readings of the modernist/postmodernist debate and specific studies in curriculum politics and history, rhetoric, language and literacy education, media studies and educational linguistics. This multi-voiced anthology brings together researchers from Australia, the United Kingdom, Canada and the United States in a common critical reassessment of the curriculum/literacy nexus.
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