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A cultural case study of adult liter...

Robinson, Steven James.

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A cultural case study of adult literacy education: Critical pedagogy and student publishing in community college basic writing.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A cultural case study of adult literacy education: Critical pedagogy and student publishing in community college basic writing./
作者:	Robinson, Steven James.
面頁冊數:	205 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-12, Section: A, page: 4152.
Contained By:	Dissertation Abstracts International62-12A.
標題:	Language, Rhetoric and Composition. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3036739
ISBN:	0493500367

A cultural case study of adult literacy education: Critical pedagogy and student publishing in community college basic writing.
Robinson, Steven James.

A cultural case study of adult literacy education: Critical pedagogy and student publishing in community college basic writing. - 205 p.

Source: Dissertation Abstracts International, Volume: 62-12, Section: A, page: 4152.

Thesis (Ph.D.)--Michigan State University, 2001.

This ethnographic research project is an attempt to examine Basic Writing practice and classroom culture, which is the primary focus of the dissertation. Specifically, the qualitative research analyzes one 16-week semester course in Basic Writing at Mott Community College in Flint, Michigan. The introduction provides a background for the teaching methodology that is examined in this course. The course project is a student-governed publication project based upon the student-generated theme approach pioneered by Ira Shor and others as a North American extrapolation of the work of Brazilian educator Paulo Freire.

ISBN: 0493500367Subjects--Topical Terms:

1019205
Language, Rhetoric and Composition.

A cultural case study of adult literacy education: Critical pedagogy and student publishing in community college basic writing.
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245 1 2 $a A cultural case study of adult literacy education: Critical pedagogy and student publishing in community college basic writing.
300 $a 205 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-12, Section: A, page: 4152.
500 $a Advisers: Marilyn Wilson; Diane Brunner.
502 $a Thesis (Ph.D.)--Michigan State University, 2001.
520 $a This ethnographic research project is an attempt to examine Basic Writing practice and classroom culture, which is the primary focus of the dissertation. Specifically, the qualitative research analyzes one 16-week semester course in Basic Writing at Mott Community College in Flint, Michigan. The introduction provides a background for the teaching methodology that is examined in this course. The course project is a student-governed publication project based upon the student-generated theme approach pioneered by Ira Shor and others as a North American extrapolation of the work of Brazilian educator Paulo Freire.
520 $a A literature review of the research on student-centered classroom practices in Basic Writing is presented, specifically in the areas of critical or liberatory pedagogy and student publishing. What follows is an historical map of the field of Basic Writing (BW) specifically focused on critical pedagogy and student publication projects.
520 $a A thorough background is provided for the research methodology employed in the study, as well as a critical exploration of the role that researcher subjectivity plays in qualitative educational fieldwork. Of particular importance in this treatment is the work of Pierre Bourdieu. The methods chapter places the emerging practice of teacher research in the context of cultural anthropology, specifically the foundational work of Clifford Geertz. An ethnographic case study provides a narrative of the 16-week class project, as well as an in-depth profile of three separate students with diverse backgrounds and class experiences. This "thick description" is presented in the form of a narrative based on the ethnographic tradition of qualitative research in education.
520 $a The dissertation draws implications about student power and democratic classroom projects, and demonstrates how students re-inscribe the authority and power of the teacher in their discourse and decision-making strategies. The conclusion functions as a summary of the entire study and contains recommendations for future research in the inter-related fields of Basic Writing, critical pedagogy, and adult literacy.
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792 $a 2001
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