Challenging Ways of Knowing: In English, Mathematics and Science

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John Clay, Dave Baker, Carol Fox
Psychology Press, 1996 - Education - 214 pages
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This work provides an analysis of how knowledge is constructed and defined by teachers and lecturers in schools and universities/colleges. It considers how everyday uses of reading, writing, numeracy and science are cast aside in favour of academic language and academic discourse, arguing that such discourses are alien to learners' daily experiences and are, therefore, difficult to acquire and adopt.; Chapters examine literacies of English, mathematics and science as practised in and outside schools and colleges. The book is interdisciplinary and multicultural, adopting perspectives from the UK, USA, South Africa, India, Brazil and Kenya. It should be of interest to a wide market of educationalists, including those involved in educational policy making, teacher education, cultural/multicultural studies, development studies, anthropology, and adult and continuing education.
 

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Contents

Introduction
1
Changing the Subject Boundaries
10
Literacy Practices Inside Schools Outside Schools and in Higher Education
42
The Role of Texts in Literacies and Learning
135
Questioning Dominant Canons and Practices
172
Notes on Contributors
204
Author Index
209
Subject Index
212
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About the author (1996)

David Baker teaches at Denison University, is poetry editor of "The Kenyon Review", and lives in Granville, Ohio.

Viv Ellis is Professor and Head of Education at Brunel University, London, UK, and a Visiting Professor at Bergen University College, Norway.

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