The Editor: Laraine Wallowitz is an assistant professor of English education at Adelphi University. Her latest publications include «Happy Victims: The Construction of Women in Advertising» in Women and Advertising: Changing Perceptions and «Uncovering History Through Biography and Personal Narrative: Women in the U.S. Labor Movement» in Organizing the Curriculum: Perspectives on Teaching the Labor Movement.

Exklusives Verkaufsrecht für: Gesamte Welt.

Contents: John S. Mayher: Foreword - Laraine Wallowitz: Introduction - Cara M. Mulcahy: The Tangled Web We Weave: Critical Literacy and Critical Thinking - Kurt Love: Being Critically Literate in Science - Elizabeth de Freitas: Critical Mathematics Education: Recognizing the Ethical Dimension of Problem Solving - Tracy Hogan/John Craven: Disempowering the Authority of Science: Preparing Students for a Public Voice - Rachel Mattson: Against «Tolerance»: Critical Historical Literacy Methods in Antihomophobia Education - Lisa Hochtritt: Grounding Art Education in the Lives of Youth: Using Graffiti Art in the Classroom - Jane Bogatz/Kevin Colleary: What Color Was Joan of Arc's Hair?: Developing Critical Literacy through Historical Thinking Skills - Bruce Castellano: Critical Literacy and Human Rights Issues: The Increase the Peace Model in the Content Area Classroom - Laraine Wallowitz: Resisting the White Gaze: Critical Literacy and Toni Morrison's The Bluest Eye - Rita Verma: Beyond Tacos and Pizza: Critical Literacy in the World Language Classroom - Robert Petrone/Carlin Borsheim: «It just seems to be more intelligent»: Critical Literacy in the English Classroom - Alice Pennisi: Visual Critical Literacy: Resistance, Activism, and Agency in Collaborative Art Making.

Critical Literacy as Resistance is a collaborate effort among secondary and university educators from across the United States that addresses questions such as: What does a critical literacy classroom look like? What various texts are used? What strategies do teachers use to encourage students and teacher candidates to recognize how texts construct power and privilege? How do educators inspire activism in and out of the classroom?
This book documents the experiences of scholars and teachers who have successfully bridged theory and practice by applying critical literacy into their respective content areas. The authors spell out the difference between critical thinking and critical literacy, then show how to write and implement curriculum that incorporates diverse texts and multiple literacies in all content areas (including world language), and includes the voices of students as they confront issues of race, class, gender, and power. The principles and practices laid out here will help teachers use literacy to liberate and empower students both in and outside the classroom by respecting and studying the literacies students bring to school, while simultaneously teaching (and challenging) the literacies of those in power. This is a book for pre- and in-service teachers in all content areas, staff developers, secondary literacy specialists, university professors, and anyone interested in social justice.