>------ Forwarded Message
>From: "Sarah W. Freedman" <email@example.com>
>Date: Thu, 9 Sep 2004 11:48:20 -0700
>Dear NCTE Assembly Members,
>Arnetha Ball and I want to announce the publication of Bakhtinian
>Perspectives on Language, Literacy and Learning, by Cambridge
>University Press. It contains a number of papers from the 2000 NCTE
>Midwinter conference in Berkeley and we thank the Assembly and its
>membership for its important contributions to this volume.
>Here's the blurb that Cambridge uses to summarize the book:
>This represents a multidisciplinary collaboration that highlights the
>significance of Mikhail Bakhtin's theories to modern scholarship in
>the field of language and literacy. Book chapters examine such
>important questions as: What resources do students bring from their
>home/community environments that help them become literate in school?
>What knowledge do teachers need in order to meet the literacy needs
>of varied students? How can teacher educators and professional
>development programs better understand teachers' needs and help them
>to become better prepared to teach diverse literacy learners? What
>challenges lie ahead for literacy learners in the coming century?
>Chapters are contributed by scholars who write from varied
>disciplinary perspectives. In addition, other scholarly voices enter
>into a Bakhtinian dialogue with these scholars about their ideas.
>These 'other voices' help our readers push the boundaries of current
>thinking on Bakhtinian theory and make this book a model of
>heteroglossia and dialogic intertexuality.
>Part I. Ideologies in Dialogue: Theoretical Considerations: 1.
>Ideological becoming: Bahktinian concepts to guide the study of
>language, literacy and learning; 2. Dewey and Bakhtin in dialogue:
>from Rosenblatt to a pedagogy of literature as a social, aesthetic
>practice; 3. Intertextualities: Volosinov, Bakhtin, literacy theory,
>and literacy studies; 4. Voices in the dialogue: the teaching of
>academic language to minority second-language learners; Voices in
>dialogue; Part II. Voiced, Double Voiced, and Multi-voiced Discourses
>in our Schools: 5. Performance as the foundation for a secondary
>school of literacy program: a Bakhtinian perspective; 6. Double
>voiced discourse: African American vernacular English as resource in
>cultural modeling classrooms; 7. Narratives of rethinking: the inner
>dialogue of classroom discourse and student writing; 8. Authoring
>pedagogical change in secondary subject-area classrooms: ever newer
>ways of meaning; Voices in dialogue: multi-voiced discourses in
>ideological becoming; Part III. Heteroglossia in a Changing World: 9.
>New teachers for new times: the dialogical principle in teaching and
>learning electronically; 10. Is contradiction contrary?; 11. A
>Bakhtinian perspective on learning to read and write late in life;
>12. New times and new literacies: themes for a changing world; Voices
>in dialogue: hybridity as literacy, literacy as hybridity; dialogic
>responses to a heteroglossic world; A closing thought: Bakhtinian
>perspective; 13. The process of ideological becoming.
>Sarah Warshauer Freedman, Arnetha F. Ball, Mark Dressman, Charles
>Bazerman, Guadalupe Valdes, Alli Brettschneider, Eileen Landay, Carol
>D. Lee, Christian Knoeller, Mira Katz, Cynthia Greenleaf, Verda Delp,
>Jabari Mahiri, Melanie Sperling, Judy Kalman, James Paul Gee, Ali
>Milano, Saul Morson
>Sarah Warshauer Freedman
>School of Education
>5523 Tolman Hall
>University of California
>Berkeley, CA 94720
>(510) 642-4799 (Fax)
>------ End of Forwarded Message
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