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210123 ||| eng |
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|a 1135093059
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|a 9781299716223
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4 |
|a LC2778.L34
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| 100 |
1 |
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|a Rogers, Rebecca
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| 245 |
0 |
0 |
|a Designing critical literacy education through critical discourse analysis
|b pedagogical and research tools for teacher researchers
|c by Rebecca Rogers, Melissa Mosley Wetzel
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| 260 |
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|a New York
|b Routledge
|c 2013
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| 300 |
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|a 1 online resource
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| 505 |
0 |
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|a Includes bibliographical references and index
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| 505 |
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|a Designing critical literacy education through critical discourse analysis -- Inside the design of our teaching and research -- Narrating literacy, identity and culture: narrative analysis -- Inquiry into linguistic diversity: discourse analysis -- Developing racial literacy: critical discourse analysis -- Performing literacy: multimodal discourse analysis
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| 653 |
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|a Language arts (Elementary) / United States
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| 653 |
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|a EDUCATION / Students & Student Life / bisacsh
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| 653 |
|
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|a Pédagogie critique / États-Unis
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| 653 |
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|a United States / fast / https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq
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| 653 |
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|a Arts du langage (Primaire) / États-Unis
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| 653 |
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|a Literacy / fast
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| 653 |
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|a Critical pedagogy / United States
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| 653 |
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|a African American children / Education (Elementary) / fast
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| 653 |
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|a Critical pedagogy / fast
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| 653 |
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|a Enfants noirs américains / Enseignement primaire / États-Unis
|
| 653 |
|
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|a Literacy / United States
|
| 653 |
|
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|a African American children / Education (Elementary) / United States
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| 653 |
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|a Language arts (Elementary) / fast
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| 700 |
1 |
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|a Mosley Wetzel, Melissa
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| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b OREILLY
|a O'Reilly
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| 776 |
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|z 0203070860
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| 776 |
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|z 9780415810593
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| 776 |
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|z 9781135093006
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|z 0415810590
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|z 0415810612
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|z 9780203070864
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|z 9781135093051
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| 776 |
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|z 9781135093044
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| 776 |
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|z 1135093059
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|z 9780415810616
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|u https://learning.oreilly.com/library/view/~/9780415810593/?ar
|x Verlag
|3 Volltext
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| 082 |
0 |
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|a 371.829/96073
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| 520 |
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|a Uniquely bringing together discourse analysis, critical literacy, and teacher research, this book invites teacher educators, literacy researchers, and discourse analysts to consider how discourse analysis can be used to foster critical literacy education. It is both a guide for conducting critical discourse analysis and a look at how the authors, alongside their teacher education students, used the tools of discourse analysis to inquire into, critique, and design critical literacy practices. Through an intimate look at the workings of a university teacher education course and the discourse
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