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) |
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Pagina 28
... thought , so to speak , as an instrument of reason . Good thought is right reason , and its efficacy is measured against the laws of logic or induction . Indeed , in its most recent com- putational form , it is a view of thought that ...
... thought , so to speak , as an instrument of reason . Good thought is right reason , and its efficacy is measured against the laws of logic or induction . Indeed , in its most recent com- putational form , it is a view of thought that ...
Pagina 133
... thought of going on a dangerous mission for someone such as Mirian , made Taran wince , especially seeing as it was almost time for her to marry some poor unfortunate man — likely to be Taran . ( 165 ) The story then becomes an account ...
... thought of going on a dangerous mission for someone such as Mirian , made Taran wince , especially seeing as it was almost time for her to marry some poor unfortunate man — likely to be Taran . ( 165 ) The story then becomes an account ...
Pagina 237
... thought . That's what lasts . That's what continues to feed people and give them an idea of something better . Susan Sontag ( quoted in Garis 1992 , 43 ) We all need stories to nourish our selves , to feed mind and heart . In the three ...
... thought . That's what lasts . That's what continues to feed people and give them an idea of something better . Susan Sontag ( quoted in Garis 1992 , 43 ) We all need stories to nourish our selves , to feed mind and heart . In the three ...
Inhoudsopgave
Multiculturalism Community and the Arts | 11 |
Life as Narrative | 28 |
Kindergartens | 38 |
Copyright | |
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