Mehr zum Buch
InKnowledge, Competence, and Communication, author William H. Walcott debates the meaning of creating equitable and critical instructional practices by exploring diverse representations of knowledge. He covers both historically important topics and current issues: such as colonialism, multiculturalism, gender and language learning, and popular culture. He then presents a systematic and painstaking assessment of Noam Chomsky’s and Paulo Freire’s theories of knowledge and their educational relevance. In the end, Walcott makes his case for the Freireian approach-conscientizacao; it is the Freireian, with its sociological connection (necessitated by the global context of inequality), which, he believes, needs take precedence as a pedagogical practice.
Buchkauf
Knowledge, Competence and Communication, William H. Walcott
- Sprache
- Erscheinungsdatum
- 2024
- product-detail.submit-box.info.binding
- (Paperback)
Keiner hat bisher bewertet.
- Titel
- Knowledge, Competence and Communication
- Untertitel
- Chomsky, Freire and the Communicative Movement
- Sprache
- Englisch
- Autor*innen
- William H. Walcott
- Verlag
- Black Rose Books
- Erscheinungsdatum
- 2024
- Einband
- Paperback
- Seitenzahl
- 256
- ISBN13
- 9781551642864
- Reihe
- Schlagwörter
- Sachbücher, Sozialwissenschaften, Lehrbücher, Sprachbücher & -lexika
- Beschreibung
- InKnowledge, Competence, and Communication, author William H. Walcott debates the meaning of creating equitable and critical instructional practices by exploring diverse representations of knowledge. He covers both historically important topics and current issues: such as colonialism, multiculturalism, gender and language learning, and popular culture. He then presents a systematic and painstaking assessment of Noam Chomsky’s and Paulo Freire’s theories of knowledge and their educational relevance. In the end, Walcott makes his case for the Freireian approach-conscientizacao; it is the Freireian, with its sociological connection (necessitated by the global context of inequality), which, he believes, needs take precedence as a pedagogical practice.