Challenging Ways of Knowing: In English, Mathematics and Science

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Dave Baker, John Clay, 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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Changing the Subject Boundaries
Evolving Shared Discourse with Teachers to Promote Literacies
Mathematics and its Learning as Narrative A Literacy for
Literacy Practices Inside Schools Outside Schools
Family Literacy Programmes and Home Literacy Practices
Frames of Knowledge
Childrens Formal and Informal School Numeracy Practices
Academic Literacy in
The Role of Texts in Literacies for Learning
Using Comic Books to Challenge
Literacy and Information
Questioning Dominant Canons and Practices
Whose Science? Whose Literacy?
Calculating People Origins of Numeracy in India and the West
Notes on Contributors
Subject Index

Academic Literacies

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About the author (1996)

Dave Baker studied mathematics before becoming a teacher of mathematics in schools. He taught on teacher education programmes and then undertook research into teaching and learning mathematics in schools and its links to childrena (TM)s homes. He has focused on issues of social justice in mathematics and has sought to extend current developments in pedagogy towards widening access and to the need to transform dominant practices in schooling. He has published two books, presented at many conferences and published academic papers on mathematics education.

Prof. Street trained in anthropology and has a longstanding commitment to linking ethnographic-style research on the cultural dimension of language and literacy with contemporary practice in education and in development. He has engaged in this in a number of countries - USA, S. Africa, Nepal, India, Iran etc. and has published 12 books and over 80 academic articles in international contexts. He has recently worked with colleagues in mathematics education to consider the implications of these approaches for numeracy research, pedagogy and curriculum.

Dr. Alison Tomlin has worked as a teacher and manager in adult literacy and numeracy community education settings, and as a manager of an inner city adult education programme which sought to be responsive to demand for education from local communities. Following doctoral research in adult numeracy education organised in collaboration with a group of students of adult numeracy, she was a researcher with the home/school numeracy practices team, and is now researching in adult numeracy. She has published articles relating to home/school numeracy practices research and to adultliteracy and numeracy education.

Fox is a retired library media specialist and part-time faculty member at Empria State University of Library and Information Management.

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