LIBERO WebOPAC Catalogue Display (W561)

Catalogue Information
Field name	Details
Nuova numerazione	79991
Collocazione	UPS BIBL CENTR 39-D-953
Autore	WILDER, P.
Titolo	Centering disciplinary literacies on student consciousness : a tanzanian case study. Parte componente di periodico
Descrizione fisica	pp. 479-484.
Nota generale	Estratto da: Journal of Adolescent & Adult Literacy 2019, 62, 5.
Riassunto	In 2008, Moje pondered responsive literacy teaching to what end, before arguing that disciplinary literacy should provide the answer in secondary school classrooms. Since then, research into literacy within school disciplines has foregrounded the reading, writing, and reasoning of experts within disciplines while backgrounding (or ignoring) worthy problems and student dignity. Using the case study of Neema, a 16‐year‐old Tanzanian student, the authors seek to humanize and pragmatize the answer to Moje’s question, suggesting that disciplinary literacies and responsive pedagogy should be the means to a vital end: the elevated consciousness of students. Only when teaching supports how students develop greater consciousness of their presence in the world and of their inherent worth can teaching be considered responsive.
Tipo di documento	RICERCA.
Soggetto	ALFABETIZZAZIONE.
	ADOLESCENTI.
	STUDENTI.
	DIDATTICA.
	APPRENDIMENTO.
	INSEGNAMENTO.
	SCUOLA SECONDARIA.
	COMUNITÀ.
	PARTECIPAZIONE.
	VIOLENZA.
	LETTURA.
	TANZANIA.
Ambito	Pedagogico
Ambito	Psicologico
Autore Secondario	MSSEEMMAA, D.
Titolo correlato	Journal of Adolescent & Adult Literacy 2019, 62, 5.
Accesso online	Accesso diretto all'articolo

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Centering disciplinary literacies on student consciousness : a tanzanian case study.