| Description |
1 online resource (viii, 139 pages) |
| Contents |
Situating literacy -- Boundaries and memories literacy narrative as genre -- Identity, class, and higher literacy: theories of literacy, ways of knowing -- Metaphors we write by -- On the bias: literacies, lived, written, and owned -- Reading with pleasure: what Oprah can teach us about literacy sponsorship |
| Summary |
"In this book at why some determinedly pursue higher literacy against all expectations and predictions, Donna Dunbar-Odom explores the complex relationships people have with literacy, paying particular attention to the relationship between literacy and class. She shares the personal and often poignant literacy narratives of writers, academics, and her own students to reveal a great deal about what motivates desire for higher literacy, as well as what gets in the way. Bringing together these reflections with current literacy, composition, and class theories, Dunbar-Odom provides a better understanding of how to tap that desire in writing classrooms. Ultimately, the author argues that teachers need to focus less attention on how students should read and more on why they might want to."--Jacket |
| Bibliography |
Includes bibliographical references (pages 131-136) and index |
| Notes |
English |
|
Print version record |
| Subject |
Literacy -- Social aspects -- United States
|
|
Social classes -- United States
|
|
LANGUAGE ARTS & DISCIPLINES -- Literacy.
|
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Literacy -- Social aspects
|
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Social classes
|
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United States
|
| Form |
Electronic book
|
| ISBN |
9781429471251 |
|
1429471255 |
|
9780791469712 |
|
0791469719 |
|
9780791469729 |
|
0791469727 |
|
9780791480717 |
|
0791480712 |
|
