Power Play
Explorando y empujando fronteras en una escuela en Tejas through a multilingual play-based early learning curriculum
(Sprache: Englisch)
This book tells the story of activist teachers and the very young together in a play-based curriculum in a public school in Texas.
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Produktinformationen zu „Power Play “
This book tells the story of activist teachers and the very young together in a play-based curriculum in a public school in Texas.
Klappentext zu „Power Play “
Power Play tells the story of activist teachers and the very young together in a play-based curriculum in a public school in Texas. The authors narrate (with playful interruptions) a curriculum that is powered by the students' lived encounters-the languages, landscapes, beliefs, histories, geographies, politics, economies, ideas, people, things, matter, and matters of fact and fiction that students carry with them to school, that carry them to school, through school, through their lives.
Inhaltsverzeichnis zu „Power Play “
Gaile S. Cannella: Foreword - Acknowledgments - Beginnings - Explorando - Empujando - El Juego Conmueve.
Autoren-Porträt von Tim Kinard, Jesse Gainer, Mary Esther Soto Huerta
Tim Kinard is Associate Professor of Early Learning at Texas State University. Jesse Gainer is Associate Professor of Literacy Education at Texas State University.
Mary Esther Soto Huerta is Associate Professor of Culture, Literacy, and Language at Texas State University.
Bibliographische Angaben
- Autoren: Tim Kinard , Jesse Gainer , Mary Esther Soto Huerta
- 2017, Neuausgabe, XX, 242 Seiten, Masse: 15 x 22,5 cm, Kartoniert (TB), Englisch
- Verlag: Peter Lang Ltd. International Academic Publishers
- ISBN-10: 1433134144
- ISBN-13: 9781433134142
- Erscheinungsdatum: 30.11.2017
Sprache:
Englisch
Pressezitat
"The authors offer a refreshing, critically grounded book that pushes the multiple boundaries and fronteras that children, teachers, and la comunidad cross and transform every day. Through the power of storytelling and the varied critical scholarship presented, childhood education in Tejas can be experienced as a 'trans-dimensional co-existence' for bilingual, bicultural children in Tejas and beyond-a necessary re-imagination. It is a must read for anyone interested in the nuevas posibilidades within contemporary critical childhood studies."-CINTHYA M. SAAVEDRA, THE UNIVERSITY OF TEXAS RIO GRANDE VALLEY
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