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[Xmca-l] Reviewer required for David Kellogg's new book.
I think your message justifies a new subject line & thread.
On 6 August 2014 21:24, Robert Lake <firstname.lastname@example.org> wrote:
> Hi Everyone,
> I have a copy of David Kellogg's new book:
> *The Great Globe and All Who It Inherit: Narrative and Dialogue in
> Story-telling with Halliday, Vygotsky, and Shakespeare **Sense Publishers,
> Rotterdam, The Netherlands.*and will mail it to anyone who would like to
> write a review of it. David did a fabulous job on it and is already using
> it in his English classes in Korea. By the way,
> He did not ask me to do this.
> *Robert Lake*
> *From the back cover.*
> Every storyteller soon discovers the difference between putting a story
> inside children and trying to extract it with comprehension questions and
> putting children inside a story and having them act it out. Teachers may
> experience this as a difference in "difficulty", or in the level of
> motivation and enthusiasm, or even in the engagement of creativity and
> imagination, and leave it at that. This book explores the divide more
> critically and analytically, finding symmetrical and even complementary
> problems and affordances with both approaches.
> First, we examine what teachers actually say and do in each approach, using
> the systemic-functional grammar of M.A.K. Halliday.
> Secondly, we explore the differences developmentally, using the
> cultural-historical psychology of L.S. Vygotsky.
> Thirdly, we explain the differences we find in texts by considering the
> history of genres from the fable through the plays of Shakespeare. "Inside"
> and "Outside" the story turn out to be two very different modes of
> experiencing-the one reflective and narrativizing and the other
> participatory and dialogic. These two modes of experience prove to be
> equally valuable, and even mutually necessary, but only in the long
> run-different approaches are necessary at different moments in the lesson,
> different points in development, and even different times in human history.
> In the final analysis, though, this distinction is meaningless to children
> and to their teachers unless it is of practical use.
> Each chapter employs only the most advanced technology ever developed for
> making sense of human experience, namely thinking and talking--though not
> necessarily in that order. So every story has a specific narrative to tell,
> a concrete set of dialogues to try, and above all a practicable time and a
> practical space for children, their teachers, and even their teachers'
> teachers, to talk and to think