Now We Read, We See, We Speak
Portrait of Literacy Development in an Adult Freirean-Based Class
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Now We Read, We See, We Speak by Victoria Purcell-Gates
Book DescriptionNow We Read, We See, We Speak compellingly captures eight women's progress toward empowerment through a Freirean-based literacy class in rural El Salvador and, in the process, provides telling lessons for literacy and adult educators around the world. This book fills a real gap in the educational literature on critical theory and literacy teaching and learning. For the first time, we have a multi-layered description and analysis of a literacy class based on Freirean precepts and principles, through the perspective of "traditional" literacy theory and as interpreted through a literacy development lens. This allows us to consider how the adult students learned to read and write within a classroom context that embodies such Freirean precepts as dialogic teacher/student relations; respect for and knowledge of the learners' lives, language and culture; and intentionality about social-political change. Thus, this book is directed toward literacy practitioners, teachers, and researchers who may have heard or read about critical theory but have a need for concrete examples of the methodological implications of such theory. Enlivening this account is the compelling description of the histories and lives of the students in the literacy class campesinos women who have survived a brutal and devastating civil war in El Salvador and who, nevertheless, stepped forward to work with a U.S.-trained literacy teacher, Robin Waterman, to learn to read and write for purposes of personal and sociocultural empowerment. The authors provide a highly readable presentation of the historical and cultural contexts for the women and the literacy class. They also raise issues of socioeconomic marginalization, unequal power relationships, and gender as they relate to literacy development. Basing their account on meticulously gathered and analyzed ethnographic data, Purcell-Gates and Waterman go beyond the presentation of the study to suggest implications and issues for adult literacy education in the United States, linking their findings to current topics in adult education, as well as literacy development in general.
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Book DetailsISBN: 9780805834703
(229mm x 152mm x 18mm)
Imprint: Lawrence Erlbaum Associates Inc
Publisher: Lawrence Erlbaum Associates Inc
Publish Date: 13-May-2000
Country of Publication: United States
Books By Author Victoria Purcell-Gates
Cultural Practices of Literacy, Hardback (March 2007)
Presents case studies of literacy practices as shaped by culture, language, community, and power. This book attempts to advance sociocultural research and theory pertaining to literacy development, as it occurs across school and community boundaries, cultural contexts and in and out of school.
Print Literacy Development, Paperback (September 2006)
Is literacy a social and cultural practice, or a set of cognitive skills to be learned and applied? This book addresses the critical divide, explaining how we develop our abilities to read and write and offers a unified theory of literacy development that places cognitive development within a socio-cultural context of literacy practices.
Now We Read, We See, We Speak, Hardback (May 2000)» View all books by Victoria Purcell-Gates
A portrait of one teacher's implementation of principles gleaned from the work of Paulo Freire, containing the results of an 18-month ethnographic study of a women's literacy class in El Salvador. It addresses the relationships between the developmental processes involved in becoming literate.
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