A Transformative Justice Approach to Literacy Education

被引：12

作者：

Winn, Maisha T. ^{[1
,2
]}

机构：

[1] Univ Calif Davis, Davis, CA 95616 USA

[2] Univ Calif Davis, Transformat Justice Educ Ctr, Davis, CA 95616 USA

来源：

JOURNAL OF ADOLESCENT & ADULT LITERACY | 2018年 / 62卷 / 02期

关键词：

SPACES;

D O I：

10.1002/jaal.887

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities. © 2018 International Literacy Association

引用

页码：219 / 221

页数：3

共 18 条

[1]

Duncan G.A., 2000, SOCIAL JUSTICE, V27, P29

[2]

Fisher M.T., 2007, Research in the Teaching of English, V42, P139

[3]

Fisher M.T., 2005, ENGL EDUC-US, V37, P115

[4]

Fisher M.T., 2005, English Education, V37, P92

[5]

Fisher M.T., 2007, Writing in rhythm

[6]

Spoken word poetry in urban classrooms

[7] Earning "dual degrees": Black bookstores as alternative knowledge spaces [J].

Fisher, Maisha T. .

ANTHROPOLOGY & EDUCATION QUARTERLY, 2006, 37 (01) :83-99

[8] The song is unfinished - The new literate and literary and their institutions [J].

Fisher, MT .

WRITTEN COMMUNICATION, 2004, 21 (03) :290-312

[9] Open mics and open minds: Spoken word poetry in African diaspora participatory literacy communities [J].

Fisher, MT .

HARVARD EDUCATIONAL REVIEW, 2003, 73 (03) :362-389

[10]

Fisher MT, 2009, CRIT SOC THOUGHT, P1, DOI 10.1109/CLEOE-EQEC.2009.5191757

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