The Need for Story: Cultural Diversity in Classroom and CommunityAnne Haas Dyson, Celia Genishi National Council of Teachers of English, 1994 - 259 pagina's Emphasizing the complex relationships among story, ethnicity, and gender, this book explores the nature of story--the basic functions it serves, its connections to the diverse sociocultural landscape of society, and its power in the classroom. In addressing concerns about how to most effectively serve increasingly diverse student populations, the book demonstrates through example the need for and the power of story. Chapters in the book are: (1) "Introduction: The Need for Story" (Anne Haas Dyson and Celia Genishi); (2) "Multiculturalism, Community, and the Arts" (Maxine Greene); (3) "Life as Narrative" (Jerome Bruner); (4) "The Power of Personal Storytelling in Families and Kindergartens" (Peggy J. Miller and Robert A. Mehler); (5) "Multicultural Literature for Children: Towards a Clarification of the Concept" (Mingshui Cai and Rudine Sims Bishop); (6) "What Is Sharing Time For?" (Courtney B. Cazden); (7) "'The Blacker the Berry, the Sweeter the Juice': African American Student Writers" (Geneva Smitherman); (8) "Gender Differences and Symbolic Imagination in the Stories of Four-Year-Olds" (Ageliki Nicolopoulou and others); (9) "'And They Lived Happily Ever After': Cultural Storylines and the Construction of Gender" (Pam Gilbert); (10) "Princess Annabella and the Black Girls" (Vivian Gussin Paley); (11) "'I'm Gonna Express Myself': The Politics of Story in the Children's Worlds" (Anne Haas Dyson); (12) "'All the Things That Mattered': Stories Written by Teachers for Children" (Sal Vascellaro and Celia Genishi); (13) The Contribution of the Preschool to a Native American Community" (Susan J. Britsch); (14) "Stories as Ways of Acting Together" (Shirley Brice Heath); (15) "Writing as a Foundation for Transformative Community in the Tenderloin" (Carol E. Heller); and (16) "Conclusion: Fulfilling the Need for Story" (Celia Genishi and Anne Haas Dyson). (RS) |
Vanuit het boek
Resultaten 1-3 van 23
Pagina 110
... begin or end almost randomly . The vigorous action that dominates the content is typically linked to an explicit emphasis on violence , conflict , and the disruption of order . was do the 4 . W we know is de gerat and that Let us begin ...
... begin or end almost randomly . The vigorous action that dominates the content is typically linked to an explicit emphasis on violence , conflict , and the disruption of order . was do the 4 . W we know is de gerat and that Let us begin ...
Pagina 177
... begin to get the message that their ways of perceiving are integral to making the literary work come alive . When the students shared their own book selections in small groups , instead of beginning with a didactic discussion of why ...
... begin to get the message that their ways of perceiving are integral to making the literary work come alive . When the students shared their own book selections in small groups , instead of beginning with a didactic discussion of why ...
Pagina 204
... begin . And throughout the retelling , the elders have represented much more than just the presence of the language in the school : they have embodied the presence of the traditional culture in the school through the acting out of their ...
... begin . And throughout the retelling , the elders have represented much more than just the presence of the language in the school : they have embodied the presence of the traditional culture in the school through the acting out of their ...
Inhoudsopgave
Multiculturalism Community and the Arts | 11 |
Life as Narrative | 28 |
Kindergartens | 38 |
Copyright | |
9 andere gedeelten niet getoond
Veelvoorkomende woorden en zinsdelen
action activity adults African American analysis asked authors baby become begin bird boys bring called Cambridge chapter characters child classroom connections construction context continue course create cultural described discourse discussion distinctive diverse elements English essays example experience express fact feel friends gender girls give imagination important interested involved kind language learning listen literary literature lives look meaning mother multicultural narrative never offer Once particular past perspective play possible powerful practice present Princess questions References reflected relationships score seems sense shared social stories storytelling structure styles suggests symbolic talk teacher teaching tell texts themes things thought tion told understanding University University Press voices wanted women writing written York young