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© LIBERO v6.4.1sp220816
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Centering disciplinary literacies on student consciousness : a tanzanian case study.
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Catalogue Record 79991
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Catalogue Information
Catalogue Record 79991
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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
Psicologico
Autore Secondario
MSSEEMMAA, D.
Titolo correlato
Journal of Adolescent & Adult Literacy 2019, 62, 5.
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