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Full Product Details

Author:   Victoria Purcell-Gates ,  Robin A. Waterman
Publisher:   Taylor & Francis Inc
Imprint:   Routledge
Dimensions:   Width: 15.20cm , Height: 1.90cm , Length: 22.90cm
Weight:   0.670kg
ISBN:  

9780805834697

ISBN 10:   0805834699
Pages:   274
Publication Date:   01 April 2000
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Postgraduate, Research & Scholarly
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Reviews

The volume's in-depth quality comes from the useful detail provided throughout, including photographs, writing samples, and explicit connections to current literature....this is a highly useful volume. -CHOICE ...the main purpose of the book is for readers to 'understand how the principles, processes, and procedures inherent to Freire's beliefs about education, and its purpose and role in society, transact with the acquisition and development of reading and writing skills by adults' (p. 201). The authors are overwhelmingly successful in meeting their goal. -Journal of Adolescent & Adult Literacy This book provides an exciting new synthesis of learner-centered pedagogy and critical theories of education. Purcell-Gates and Waterman tackle the pervasive discourses of adult education including the ways competing and conflicting views of what counts as literacy and literate behavior are constructed through the media, literacy classroom, and government campaigns...The authors engage these discourses through vivid portraits of individual students and the sociocultural forces that shape their education....Purcell-Gates and Waterman's book introduces new methodologies for adult education including teacher-research, empowering practitioners to study their local lives, and including students in this process of praxis. This book is indispensable for educational researchers and teachers who are concerned with asymmetries in educational knowledge. -Adult Education Quarterly Victoria Purcell-Gates and Robin Waterman offer a fresh perspective on adult literacy at the same time that they provide insight into literacy education in general....The field of literacy development and education can benefit from more studies of this type and caliber-studies that invite readers into both classrooms and teachers' thought processes. -Contemporary Psychology Clear and accessible....The quality of scholarship is impressive without being overbearing. One of the most compelling aspects of this book is the intimate portrait of the students involved and the new social possibilities they foresee as a result of the literacy program initiated by the authors. -Brian Morgan Ontario Institute for Studies in Education Very engaging and a unique and useful addition to the literature...This book combines an understanding of Freire's pedagogy with the research-based practice of literacy acquisition--a step that has been needed for some time and could only be taken by an informed ethnography...It is very honest and this makes it very credible...There is a large group of people who are interested in Freire's work, and they will all find this book useful. -John Comings Harvard University Graduate School of Education

"""The volume's in-depth quality comes from the useful detail provided throughout, including photographs, writing samples, and explicit connections to current literature....this is a highly useful volume."" —CHOICE ""...the main purpose of the book is for readers to 'understand how the principles, processes, and procedures inherent to Freire's beliefs about education, and its purpose and role in society, transact with the acquisition and development of reading and writing skills by adults' (p. 201). The authors are overwhelmingly successful in meeting their goal."" —Journal of Adolescent & Adult Literacy ""This book provides an exciting new synthesis of learner-centered pedagogy and critical theories of education. Purcell-Gates and Waterman tackle the pervasive discourses of adult education including the ways competing and conflicting views of what counts as literacy and literate behavior are constructed through the media, literacy classroom, and government campaigns...The authors engage these discourses through vivid portraits of individual students and the sociocultural forces that shape their education....Purcell-Gates and Waterman's book introduces new methodologies for adult education including teacher-research, empowering practitioners to study their local lives, and including students in this process of praxis. This book is indispensable for educational researchers and teachers who are concerned with asymmetries in educational knowledge."" —Adult Education Quarterly ""Victoria Purcell-Gates and Robin Waterman offer a fresh perspective on adult literacy at the same time that they provide insight into literacy education in general....The field of literacy development and education can benefit from more studies of this type and caliber-studies that invite readers into both classrooms and teachers' thought processes."" —Contemporary Psychology ""Clear and accessible....The quality of scholarship is impressive without being overbearing. One of the most compelling aspects of this book is the intimate portrait of the students involved and the new social possibilities they foresee as a result of the literacy program initiated by the authors."" —Brian Morgan Ontario Institute for Studies in Education ""Very engaging and a unique and useful addition to the literature...This book combines an understanding of Freire's pedagogy with the research-based practice of literacy acquisition--a step that has been needed for some time and could only be taken by an informed ethnography...It is very honest and this makes it very credible...There is a large group of people who are interested in Freire's work, and they will all find this book useful."" —John Comings Harvard University Graduate School of Education"

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Victoria Purcell-Gates, Robin A. Waterman

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