Challenging Ways of Knowing: In English, Mathematics and Science

Front Cover
Dave Baker, John Clay, Carol Fox
Psychology Press, 1996 - Education - 214 pages
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.
 

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

Changing the Subject Boundaries
11
Evolving Shared Discourse with Teachers to Promote Literacies
19
Mathematics and its Learning as Narrative A Literacy for
29
Literacy Practices Inside Schools Outside Schools
41
Family Literacy Programmes and Home Literacy Practices
52
Frames of Knowledge
71
Childrens Formal and Informal School Numeracy Practices
80
Academic Literacy in
89
The Role of Texts in Literacies for Learning
135
Using Comic Books to Challenge
146
Literacy and Information
159
Questioning Dominant Canons and Practices
171
Whose Science? Whose Literacy?
184
Calculating People Origins of Numeracy in India and the West
194
Notes on Contributors
204
Subject Index
212

Academic Literacies
101

Other editions - View all

Common terms and phrases

Bibliographic information