Teaching Global Literature in Elementary Classrooms

A Critical Literacy and Teacher Inquiry Approach

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Language Arts, Literacy, Teaching, Teaching Methods
Cover of the book Teaching Global Literature in Elementary Classrooms by Kelly K. Wissman, Maggie Naughter Burns, Krista Jiampetti, Heather O'Leary, Simeen Tabatabai, Taylor and Francis
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Author: Kelly K. Wissman, Maggie Naughter Burns, Krista Jiampetti, Heather O'Leary, Simeen Tabatabai ISBN: 9781317279242
Publisher: Taylor and Francis Publication: July 15, 2016
Imprint: Routledge Language: English
Author: Kelly K. Wissman, Maggie Naughter Burns, Krista Jiampetti, Heather O'Leary, Simeen Tabatabai
ISBN: 9781317279242
Publisher: Taylor and Francis
Publication: July 15, 2016
Imprint: Routledge
Language: English

Demonstrating the power of teaching global literature from a critical literacy perspective, this book explores the ways that K-6 educators can infuse diverse texts into their classrooms and find support for their endeavours in teacher inquiry communities. Through carefully analyzed, ethnographically informed portraits of classroom life alternating with teachers’ own accounts of their teaching and learning experiences, it demonstrates how students are moved to question, debate, and take action in response to global texts. This multi-vocal work both emerges from and responds to tensions and debates related to the purpose and practice of literature education in a time of Common Core State Standards.

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Demonstrating the power of teaching global literature from a critical literacy perspective, this book explores the ways that K-6 educators can infuse diverse texts into their classrooms and find support for their endeavours in teacher inquiry communities. Through carefully analyzed, ethnographically informed portraits of classroom life alternating with teachers’ own accounts of their teaching and learning experiences, it demonstrates how students are moved to question, debate, and take action in response to global texts. This multi-vocal work both emerges from and responds to tensions and debates related to the purpose and practice of literature education in a time of Common Core State Standards.

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