Overview

Sharing Words may be an example of a new way of writing about educational theory and practice, one that results in a captivating and enjoyable experience that invites the reader to share and comment with colleagues, students, and friends.

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9780847695966

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In Sharing Words: Theory and Practice of Dialogic Learning, Ram n Flecha provides a unique example of the theory and practice of dialogic learning. By mixing educational and social theory with literature, life narratives, and personal accounts, Flecha creatively narrates the practice of dialogic learning in a seemingly utopian reality: a literary circle in which low-literacy adults enjoy reading books by authors like Kafka, Dostoyevsky, and Garc a Lorca. The book highlights both theory and practice; it is both expository and narrative; and it refers as much to educational and social science works as to classical literature. In this way, Sharing Words may be an example of a new way of writing about educational theory and practice, one that results in a captivating and enjoyable experience that invites the reader to share and comment with colleagues, students, and friends.--Harvard Educational Review

Knowledge is not always disseminated from the top down to students or consumers. Sometimes, as Ramon Flecha here demonstrates, knowledge flows from the bottom up, when individuals with no degree or academic background produce and invent cultural analyses on the basis of their own experience, their thought, and the exchange with other inventors of their own culture. This book successfully takes a close look at this alternative educational process.--Touraine, Alain

Author Information

Dr. Ramon Flecha is professor of sociology and director of the Center for Social and Educational Research, Universitat de Barcelona, Spain. He has published extensively on education and critical social theory, including Critical Education in the New Information Age (with Manuel Castells, Paulo Freire, Donaldo Macedo, Henry A. Giroux, and Paul Willis: Rowman & Littlefield, 1999) and Modern & Postmodern Racism: Dialogic Approach and Anti-Racist Pedagogies , published in 1999 in Harvard Educational Review (Vol. 69, 2).

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