Campaigning For Literacy
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| Author | : R.F. Arnove |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 342 |
| Release | : 1987-07-31 |
| Genre | : Education |
| ISBN | : 9780306424588 |
We came to the task of editing this book from different disciplines and back grounds but with a mutuality of interest in exploring the concept of literacy campaigns in historical and comparative perspective. One of us is a professor of comparative education who has participated in and written about literacy campaigns in Third World countries, notably Nicaragua; the other is a com parative social historian who has written on literacy campaigns in Western his tory. Both of us believed that literacy could only be understood in particular As Harvey Graff has noted, "to consider any of the ways in historical contexts. which literacy intersects 'with social, political, economic, cultural, or psychological life ... requires excursions into other records.") Thus, we have set out in this edited collection to explore some five hundred years of literacy campaigns in vastly different societies: Reformation Germany, early modern Sweden and Scotland, the nineteenth-century United States, nineteenth- and early twentieth-century Russia and the Soviet Union, pre Revolutionary and Revolutionary China, and a variety of Third World countries in the post-World War II period (Tanzania, Cuba, Nicaragua, and India). In addition, we have included studies of the UNESCO-sponsored Experimental World Literacy Program and recent adult literacy efforts in three industrialized Western countries (the United Kingdom, France, and the United States).
| Author | : Mark Abendroth |
| Publisher | : Litwin Books |
| Total Pages | : 196 |
| Release | : 2014-05-14 |
| Genre | : Education |
| ISBN | : 1936117398 |
Rebel Literacy is a look at Cuba's National Literacy Campaign of 1961 in historical and global contexts. The Cuban Revolution cannot be understood without a careful study of Cuba's prior struggles for national sovereignty. Similarly, an understanding of Cuba's National Literacy Campaign demands an inquiry into the historical currents of popular movements in Cuba to make education a right for all. The scope of this book, though, does not end with 1961 and is not limited to Cuba and its historical relations with Spain, the United States, and the former Soviet Union. Nearly 50 years after the Year of Education in Cuba, the Literacy Campaign's legacy is evident throughout Latin America and the 'Third World.' A world-wide movement today continues against neoliberalism and for a more humane and democratic global political economy. It is spreading literacy for critical global citizenship, and Cuba's National Literacy Campaign is a part of the foundation making this global movement possible. The author collected about 100 testimonies of participants in the Campaign, and many of their stories and perspectives are highlighted in one of the chapters. Theirs are the stories of perhaps the world's greatest educational accomplishment of the 20th Century, and critical educators of the 21st Century must not overlook the arduous and fruitful work that ordinary Cubans, many in their youth, contributed toward a nationalism and internationalism of emancipation.
| Author | : Frank W. Baker |
| Publisher | : Bloomsbury Publishing USA |
| Total Pages | : 224 |
| Release | : 2009-06-04 |
| Genre | : Political Science |
| ISBN | : 0313347565 |
Examining political campaigns and political advertising through the analytical lens of media literacy, this well-illustrated and timely handbook guides readers through the maze of blandishments and spin that is the hallmark of the modern political campaign. It dissects the persuasive strategies embedded in the political messages we encounter every day in the media and demonstrates the importance of critical thinking in evaluating media stories. Key concepts of media literacy are applied to political advertising in traditional media (newspapers, television, radio) and on the Internet, the new frontier of the political advertising wars. Dealing with blogs, social networking, user-generated Web sites, and other electronic formats familiar to young voters, this lively introduction to the new world of political messaging appeals to readers' affinity for visual learning as well as their ability to discern messages in text. Unique in applying media literacy concepts to the political context while directly addressing students and general readers, this book not only explains but graphically demonstrates both established techniques of political framing and the new avenues of persuasion being pioneered in digital media. It will also interest viewers who like their political news in traditional media but unconventional formats.
| Author | : E. D. Hirsch |
| Publisher | : Harvard Education Press |
| Total Pages | : 287 |
| Release | : 2019-01-02 |
| Genre | : Education |
| ISBN | : 1612509541 |
In Why Knowledge Matters, E. D. Hirsch, Jr., presents evidence from cognitive science, sociology, and education history to further the argument for a knowledge-based elementary curriculum. Influential scholar Hirsch, author of The Knowledge Deficit, asserts that a carefully planned curriculum that imparts communal knowledge is essential in achieving one of the most fundamental aims and objectives of education: preparing students for lifelong success. Hirsch examines historical and contemporary evidence from the United States and other nations, including France, and affirms that a knowledge-based approach has improved both achievement and equity in schools where it has been instituted. In contrast, educational change of the past several decades in the United States has endorsed a skills-based approach, founded on, Hirsch points out, many incorrect assumptions about child development and how children learn. He recommends new policies that are better aligned with our current understanding of neuroscience, developmental psychology, and social science. The book focuses on six persistent problems that merit the attention of contemporary education reform: the over-testing of students in the name of educational accountability; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum to crowd out history, geography, science, literature, and the arts; the achievement gap between demographic groups; and the reliance on standards, such as the Common Core State Standards, that are not linked to a rigorous curriculum. Why Knowledge Matters makes a clear case for educational innovation and introduces a new generation of American educators to Hirsch’s astute and passionate analysis.
| Author | : R.F. Arnove |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 326 |
| Release | : 2013-11-11 |
| Genre | : Education |
| ISBN | : 1489905057 |
We came to the task of editing this book from different disciplines and back grounds but with a mutuality of interest in exploring the concept of literacy campaigns in historical and comparative perspective. One of us is a professor of comparative education who has participated in and written about literacy campaigns in Third World countries, notably Nicaragua; the other is a com parative social historian who has written on literacy campaigns in Western his tory. Both of us believed that literacy could only be understood in particular As Harvey Graff has noted, "to consider any of the ways in historical contexts. which literacy intersects 'with social, political, economic, cultural, or psychological life ... requires excursions into other records.") Thus, we have set out in this edited collection to explore some five hundred years of literacy campaigns in vastly different societies: Reformation Germany, early modern Sweden and Scotland, the nineteenth-century United States, nineteenth- and early twentieth-century Russia and the Soviet Union, pre Revolutionary and Revolutionary China, and a variety of Third World countries in the post-World War II period (Tanzania, Cuba, Nicaragua, and India). In addition, we have included studies of the UNESCO-sponsored Experimental World Literacy Program and recent adult literacy efforts in three industrialized Western countries (the United Kingdom, France, and the United States).
| Author | : Andrew J. Kirkendall |
| Publisher | : Univ of North Carolina Press |
| Total Pages | : 265 |
| Release | : 2010-10-06 |
| Genre | : History |
| ISBN | : 0807899534 |
In the twentieth century, illiteracy and its elimination were political issues important enough to figure in the fall of governments (as in Brazil in 1964), the building of nations (in newly independent African countries in the 1970s), and the construction of a revolutionary order (Nicaragua in 1980). This political biography of Paulo Freire (1921-97), who played a crucial role in shaping international literacy education, also presents a thoughtful examination of the volatile politics of literacy during the Cold War. A native of Brazil's impoverished northeast, Freire developed adult literacy training techniques that involved consciousness-raising, encouraging peasants and newly urban peoples to see themselves as active citizens who could transform their own lives. Freire's work for state and national government agencies in Brazil in the early 1960s eventually aroused the suspicion of the Brazilian military, as well as of U.S. government aid programs. Political pressures led to Freire's brief imprisonment, following the military coup of 1964, and then to more than a decade and a half in exile. During this period, Freire continued his work in Chile, Nicaragua, and postindependence African countries, as well as in Geneva with the World Council of Churches and in the United States at Harvard University. Andrew J. Kirkendall's evenhanded appraisal of Freire's pioneering life and work, which remains influential today, gives new perspectives on the history of the Cold War, the meanings of radicalism, and the evolution of the Left in Latin America.
| Author | : Antoni Verger |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 191 |
| Release | : 2012-07-31 |
| Genre | : Education |
| ISBN | : 9460918794 |
Civil society organizations have risen up the global education agenda since the international community adhered to the 'Education For All' Action Framework in the 'World Education Forum' that was held in Dakar in 2000. With the foundation of the Global Campaign for Education (GCE) civil society advocacy has sought to ensure that national governments, donors and international organisations make the necessary efforts to guarantee quality education for all children in the world. This book explores the strategies and actions, as well as the challenges and impact of civil society organizations in the achievement of the 'Education For All' international commitments. It does so by specifically focusing on seven national coalitions affiliated to the GCE. From Africa, to Asia to Latin America the book shows how these coalitions work and manage the differences between their different types of constituencies, explores their varied tactics and strategies, and explains their successes and failures after more than a decade of coordinated action. The book also provides a concise and comprehensive synthesis of findings from the distinct case studies and offers a series of lessons learned that are vital for education practitioners, academics, activists and policy-makers committed to more equitable and relevant education systems around the world.
| Author | : Scott Magoon |
| Publisher | : Houghton Mifflin Harcourt |
| Total Pages | : 52 |
| Release | : 2007 |
| Genre | : Juvenile Fiction |
| ISBN | : 9780618646388 |
The dynamic duo of Hugo and Miles travels to Paris in this fun adventure thatlets young readers see the world from a different angle. Full color.
| Author | : Ilyasah Shabazz |
| Publisher | : Simon and Schuster |
| Total Pages | : 40 |
| Release | : 2014-01-07 |
| Genre | : Juvenile Nonfiction |
| ISBN | : 1442433043 |
Malcolm X grew to be one of America’s most influential figures. But first, he was a boy named Malcolm Little. Written by his daughter, this inspiring picture book biography celebrates a vision of freedom and justice. Bolstered by the love and wisdom of his large, warm family, young Malcolm Little was a natural born leader. But when confronted with intolerance and a series of tragedies, Malcolm’s optimism and faith were threatened. He had to learn how to be strong and how to hold on to his individuality. He had to learn self-reliance. Together with acclaimed illustrator AG Ford, Ilyasah Shabazz gives us a unique glimpse into the childhood of her father, Malcolm X, with a lyrical story that carries a message that resonates still today—that we must all strive to live to our highest potential.
| Author | : Annette Vee |
| Publisher | : MIT Press |
| Total Pages | : 375 |
| Release | : 2017-07-28 |
| Genre | : Computers |
| ISBN | : 0262340240 |
How the theoretical tools of literacy help us understand programming in its historical, social and conceptual contexts. The message from educators, the tech community, and even politicians is clear: everyone should learn to code. To emphasize the universality and importance of computer programming, promoters of coding for everyone often invoke the concept of “literacy,” drawing parallels between reading and writing code and reading and writing text. In this book, Annette Vee examines the coding-as-literacy analogy and argues that it can be an apt rhetorical frame. The theoretical tools of literacy help us understand programming beyond a technical level, and in its historical, social, and conceptual contexts. Viewing programming from the perspective of literacy and literacy from the perspective of programming, she argues, shifts our understandings of both. Computer programming becomes part of an array of communication skills important in everyday life, and literacy, augmented by programming, becomes more capacious. Vee examines the ways that programming is linked with literacy in coding literacy campaigns, considering the ideologies that accompany this coupling, and she looks at how both writing and programming encode and distribute information. She explores historical parallels between writing and programming, using the evolution of mass textual literacy to shed light on the trajectory of code from military and government infrastructure to large-scale businesses to personal use. Writing and coding were institutionalized, domesticated, and then established as a basis for literacy. Just as societies demonstrated a “literate mentality” regardless of the literate status of individuals, Vee argues, a “computational mentality” is now emerging even though coding is still a specialized skill.
