Breaking the Cycle: Gender, Literacy, and Learning
Language: English
Published by Heinemann, 1999
- Softcover
- Used
Condition: Used - Good
£ 5.99
Quantity: 1 available
Add to basketItem description from seller
NOT described as 'annotated'. SOFTCOVER. Binding good, pages clear with typical yellowing. Some wear to cover.
Seller Inventory # abe2559
- Title
- Breaking the Cycle: Gender, Literacy, and Learning
- Author
- Lynne Alvine & Linda Cullum, Editors
- Publisher
- Heinemann
- Publication year
- 1999
- Condition
- Good
- Dust jacket
- No Jacket
- Binding
- Soft cover
- Language
- English
- ISBN 10
- 0867094907
- ISBN 13
- 9780867094909
The research is in on how gender bias affects literacy learning, and now it's time to put that research into practice. It's time to break the cycle of stereotyping that's inhibiting our girls' literacy development and help all of our students become more secure and discerning readers and writers.
In this important new book, Lynne Alvine and Linda Cullum provide real examples of classroom situations in which gender bias occurs and, more important, specific suggestions for addressing gender inequity in school contexts. You'll gain new insight into how reading impacts girls' lives and the importance of encouraging girls to take their reading personally. You'll also discover suggestions for working with nonmainstream girls, along with commentary on the underground literary phenomenon of "zining." Best of all, there are lots of suggested readings, teaching approaches, course syllabi, and other specific resources and strategies for transforming the secondary curriculum. Plus an annotated bibliography provides more than one hundred resources on gender-fair schooling and literacy learning.
"As English language arts teachers," state the authors, "it is our responsibility--and our privilege--to recognize the ways that literacy can help young women and men. . . . By becoming aware of the messages our culture sends through reading, writing, and visual representations, students can move beyond cultural assumptions. They can use their emerging literacy to expand rather than to circumscribe their horizons. This awareness is a gift that teachers can give to their students--and to themselves."
"Synopsis" may belong to another edition of this title.
About the Author
Maureen Barbieri has taught middle school in New Hampshire, Ohio, and South Carolina. Since coming to New York, she has been a staff developer in District 2 and a divisional head at Marymount, an all girls' independent school. In addition to frequent consulting, she now teaches literacy courses in the Department of Teaching and Learning at New York University's Steinhardt School of Education, where she co-directs the summer writing institute. Her book, Sounds from the Heart: Learning to Listen to Girls (Heinemann, 1995), received the James N. Britton Award for Inquiry with the English Language Arts from the National Council of Teachers of English as well as the International Educator's Award from the Delta Kappa Gamma Society.
Lynne Alvine is Professor of English at Indiana University of Pennsylvania. A founding member of the Women in Literature and Life Assembly of NCTE, Alvine currently serves as Chair of the NCTE Conference on English Education Commission on Gender Issues in English Teacher Education Programs.
Linda Cullum is a member of the composition faculty at West Chester University in Pennsylvania. Her essays have appeared in a variety of educational journals, and she is a frequent presenter at national writing conferences.
"About the title" may belong to another edition of this title.
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