Buch, Englisch, Band 15, 138 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 235 g
Buch, Englisch, Band 15, 138 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 235 g
Reihe: Bold Visions in Educational Research
ISBN: 978-90-8790-055-7
Verlag: Brill Academic Publishers
The text begins with a discussion of the epistemological and ontological nature of narrative in human understanding and then travels across the narrative landscape of the school setting. Through an examination of the impact of standards and accountability emphasis on curriculum, the author suggests current practice may be undermining student learning and engagement. Further, the author places oracy in temporary opposition to literacy, challenging us to rethink our assumptions about the role of literacy (ies) learning. Without negating the importance of literacy, attention is drawn to what is lost in chasing the assumed inherent good-ness of a text-based literacy and how this might hinder the growth of our children.
The value of narrative in developing teaching practice and promoting significant learning is brought to the foreground of the discussion, which naturally journeys into an exploration of curriculum raising serious questions about developmental approaches to curriculum construction. How we think but not in school will appeal to elementary teachers, early literacy teachers, teacher educators and those interested in narrative.