Noting that progressive language policies have encountered and will always encounter fierce resistance, this book presents a collection of essays by progressive language educators, theorists, and policymakers that reflect on the fate of progressive language practices and policies. Part 1 comprises three contextualizing chapters that provide a theoretical and historical backdrop. The qinsiderq stories of part 2 show how local activity plays a major role in determining the outcomes of projects. Essays in part 1, Progressive Language Projects: Some Framing Issues, are: (1) qTurn, Turn, Turn: Language Education, Politics, and Freedom at the Turn of Three Centuriesq (Patrick Shannon); (2) qProgressivism, Critique, and Socially Situated Mindsq (James Paul Gee); and (3) qWhat Is Progressive about Progressive Education?q (John Willinsky). Essays in part 2, Progressive Language Projects: Some Stories, are: (4) qSchooling Disruptions: The Case of Critical Literacyq (Barbara Comber, Phil Cormack, and Jennifer O'Brien); (5) qDesegregation versus Bilingual Education: The Struggles of a School Communityq (Caryl Gottlieb Crowell and Robert C. Wortman); (6) qThe Struggle for Fratney Schoolq (Bob Peterson); (7) qThe Dool School Storyq (Jane S. Carpenter and Elena R. Castro); (8) qA Dual Language Program in Phoenix and How It Grewq (John W. Wann, Irma Rivera-Figueroa, Juan Sierra, Brenda Harrell, and Martha R. Arrieta); (9) qPower, Politics, and the Demise of Progressive Educationq (Frank Serafini and Carolyn J. Rogers); (10) qPolitics and the English Language Artsq (Sheridan Blau); (11) qFirst-Language Support in the Curriculumq (Nanci Goldman, Joyce Rogers, and Brian A. Smith); (12) qThe Rainbow Curriculum: Politics over the Rainbowq (Barbara Gerard); (13) qTwo News, Two Views of Toronto Schools: Learning from Broadcast News (or, Lessons on Becoming Articulate)q (Don Dippo); (14) qSexism in English: A Good News/Bad News Storyq (Alleen Pace Nilsen); (15) q'Students' Right to Their Own Language': A Retrospectiveq (Geneva Smitherman); (16) qIn a Contact Zone: Incongruities in the Assessment of Complex Performances of English Teaching Designed for the National Board for Professional Teaching Standardsq (Anthony R. Petrosky and Ginette Delandshere); and (17) qThe International Problems of Shifting from One Literacy to Anotherq (Miles A. Myers). (RS)Teachers should utilize the concepts and lesson plans in Anti-Bias Curriculum: Tools for Empowering Young Children by ... published by the National Association for the Education of Young Children, Washington, D.C. First Grade All groups within curriculum areas, with special emphasis on Latino culture. The diversity, traditions, and contributions of people of Latino descent should be emphasized.
|Title||:||The Fate of Progressive Language Policies and Practices|
|Author||:||Curt Dudley-Marling, Carole Edelsky|
|Publisher||:||National Council of Teachers - 2001-01-01|