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OverviewFull Product DetailsAuthor: Jennifer CliftonPublisher: Taylor & Francis Ltd Imprint: Routledge Dimensions: Width: 15.20cm , Height: 1.50cm , Length: 22.90cm Weight: 0.330kg ISBN: 9781138665934ISBN 10: 1138665932 Pages: 164 Publication Date: 28 November 2016 Audience: College/higher education , Professional and scholarly , Postgraduate, Research & Scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsIntroduction Chapter 1: Provisional Knowing and the Need for Argument Chapter 2: Dynamic and Distributed Argument: Youth and Contemporary Public Life Chapter 3: Constructing Shared Concerns and Alternative Practices of Argument in Public Life Chapter 4: Argument as Dialogue Across Difference: The Praxis of Public LifeReviewsI can think of no more timely, moral, and smart approach to literacy in and out of school than Jennifer Clifton's new book. Unless we humans learn to discuss critical issues with each other across differences in a joint journey, not to conversion, but to a better shared world there may soon be no livable world left for us. James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies and Regents' Professor, Arizona State University, USA Jennifer Clifton's ideas should provoke teachers of argumentation-that is, all English, debate, and composition teachers-to rethink the nature of argument as well as their purposes and practices for teaching it. In thoughtful, but accessible prose that invites readers into dialogue, Clifton unpacks a theoretical and practice based stance that veers from the polarization so evident in contemporary society and instead offers innovative ways to engage wide-ranging perspectives within ever changing and diverse contexts. Bob Fecho, Professor of English Education, Teachers College, Columbia University, USA Clifton offers a theoretically rich and beautifully felt account of why we must teach argument as a means of positive social change in secondary through university classrooms. As Clifton notes, the stakes could not be higher, from police brutality and wage disparities, to marriage rights and access to clean water; how youth learn to argue together is fundamentally about crafting more equitable futures. Necessary reading for all of us who teach and study literacies, composition, and justice. Django Paris . Associate Professor, College of Education, Department of Teacher Education, Michigan State University, USA I can think of no more timely, moral, and smart approach to literacy in and out of school than Jennifer Clifton's new book. Unless we humans learn to discuss critical issues with each other across differences in a joint journey, not to conversion, but to a better shared world, there may soon be no livable world left for us. James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies and Regents' Professor, Arizona State University, USA The ideas in this book completely transformed my perspective as an argument writing teacher. My students now view conflict as more than a two-sided philosophical battle of little interest or relevance. Rather than `solving' hypothetical problems by choosing the 'right' stance, they engage with community stakeholders to enact real change. Their flexibility in critically weighing complex issues results in their being better equipped to grapple with the complexities of the adult world. Julie Sheerman, Co-Director, Missouri Writing Project, Teacher Consultant, Marceline High School, Missouri, USA Jennifer Clifton's ideas should provoke teachers of argumentation-that is, all English, debate, and composition teachers-to rethink the nature of argument as well as their purposes and practices for teaching it. In thoughtful, but accessible prose that invites readers into dialogue, Clifton unpacks a theoretical and practice based stance that veers from the polarization so evident in contemporary society and instead offers innovative ways to engage wide-ranging perspectives within ever changing and diverse contexts. Bob Fecho, Professor of English Education, Teachers College, Columbia University, USA Clifton offers a theoretically rich and beautifully felt account of why we must teach argument as a means of positive social change in secondary through university classrooms. As Clifton notes, the stakes could not be higher, from police brutality and wage disparities, to marriage rights and access to clean water; how youth learn to argue together is fundamentally about crafting more equitable futures. Necessary reading for all of us who teach and study literacies, composition, and justice. Django Paris . Associate Professor, College of Education, Department of Teacher Education, Michigan State University, USA I can think of no more timely, moral, and smart approach to literacy in and out of school than Jennifer Clifton's new book. Unless we humans learn to discuss critical issues with each other across differences in a joint journey, not to conversion, but to a better shared world, there may soon be no livable world left for us. James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies and Regents' Professor, Arizona State University, USA The ideas in this book completely transformed my perspective as an argument writing teacher. My students now view conflict as more than a two-sided philosophical battle of little interest or relevance. Rather than 'solving' hypothetical problems by choosing the right stance, they engage with community stakeholders to enact real change. Their flexibility in critically weighing complex issues results in their being better equipped to grapple with the complexities of the adult world. Julie Sheerman, Co-Director, Missouri Writing Project; Dual Credit Composition Teacher, Marceline High School, Missouri, USA Jennifer Clifton's ideas should provoke teachers of argumentation-that is, all English, debate, and composition teachers-to rethink the nature of argument as well as their purposes and practices for teaching it. In thoughtful, but accessible prose that invites readers into dialogue, Clifton unpacks a theoretical and practice based stance that veers from the polarization so evident in contemporary society and instead offers innovative ways to engage wide-ranging perspectives within ever changing and diverse contexts. Bob Fecho, Professor of English Education, Teachers College, Columbia University, USA Clifton offers a theoretically rich and beautifully felt account of why we must teach argument as a means of positive social change in secondary through university classrooms. As Clifton notes, the stakes could not be higher, from police brutality and wage disparities, to marriage rights and access to clean water; how youth learn to argue together is fundamentally about crafting more equitable futures. Necessary reading for all of us who teach and study literacies, composition, and justice. Django Paris . Associate Professor, College of Education, Department of Teacher Education, Michigan State University, USA Author InformationJennifer Clifton is Assistant Professor, Department of English (Rhetoric and Writing Studies), The University of Texas at El Paso, USA. Tab Content 6Author Website:Countries AvailableAll regions |
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