Book Features:A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches.Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color.Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space.
Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong
“All teachers committed to justice and equity in our schools and society will cherish this book.”
—Sonia Nieto, professor emerita, University of Massachusetts, Amherst
“This book is for educators who are unafraid of using education to make a difference in the lives of the most vulnerable.”
—Pedro Noguera, University of California, Los Angeles
“This book calls for deep, effective practices and understanding that centers on our youths’ assets.”
—Prudence L. Carter, dean, Graduate School of Education, UC Berkeley
New for the Third Edition:A new preface and new introduction that discusses the CCSS and their implications for literature instruction. Lists of nonfiction texts at the end of each chapter related to the critical lens described in that chapter. A new chapter on new historicism, a critical lens uniquely suited to interpreting nonfiction and informational sources. New classroom activities created and field-tested specifically for use with nonfiction texts. Additional activities that demonstrate how informational texts can be used in conjunction with traditional literary texts.
“What a smart and useful book!”
—Mike Rose, University of California, Los Angeles
“[This book] has enriched my understanding both of teaching literature and of how I read. I know of no other book quite like it.”
—Michael W. Smith, Temple University, College of Education
“I have recommended Critical Encounters to every group of preservice and practicing teachers that I have taught or worked with and I will continue to do so.”
—Ernest Morrell, director of the Institute for Urban and Minority Education (IUME), Teachers College, Columbia University
This new series will allow teachers to present the same content to below-level, on-level, and advanced students with these leveled nonfiction stories. It includes multiple-choice, fill-in-the-blank, and true/false questions; short-answer writing practice; and comprehension questions. Students stay interested, build confidence, and discover that reading can be fun! The reading passages will be separated into sections with titles such as Extreme Places, Amazing People, Wild Animals, Strange and Unexplained, Fascinating Machines, and Amazing Kids.
Using his own ethnographic research, Alim shows how Hip Hop language could be used in an educational context and presents a new approach to the study of the language and culture of the Hip Hop Nation: 'Hiphopography'. The final section of the book, which includes real conversational narratives from Hip Hop artists such as The Wu-Tang Clan and Chuck D, focuses on direct engagement with the language.
A highly accessible and lively work on the most studied and read about language variety in the United States, this book will appeal not only to language and linguistics researchers and students, but holds a genuine appeal to anyone interested in Hip Hop or Black African Language.