Learning to rival : a literate practice for intercultural inquiry
著者
書誌事項
Learning to rival : a literate practice for intercultural inquiry
(Rhetoric, knowledge, and society)
Lawrence Erlbaum Associates, 2000
大学図書館所蔵 全4件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references (p. 309-317) and indexes
内容説明・目次
内容説明
Learning to Rival tells the inside story of college and high school writers learning to "rival"--to actively seek rival hypotheses and negotiate alternative perspectives on charged questions. It shows how this interdisciplinary literate practice alters with the context of use and how, in learning to rival in school and out, students must often negotiate conflicts not apparent to instructors.
This study of the rival hypothesis stance--a powerful literate practice claimed by both humanities and science--initially posed two questions:
* how does the rival hypothesis stance define itself as a literate practice as we move across the boundaries of disciplines and genres, of school and community?
* how do learners crossing these boundaries interpret and use the family of literate practices, especially in situations that pose problems of intercultural understanding?
Over the course of this project with urban teenagers and minority college students, the rival hypothesis stance emerged as a generative and powerful tool for intercultural inquiry, posing in turn a new question: how can the practice of rivaling support the difficult and essential art of intercultural interpretation in education?
The authors present the story of a literate practice that moves across communities, as well as the stories of students who are learning to rival across the curriculum. Learning to Rival offers an active, strategic approach to multiculturalism, addressing how people negotiate and use difference to solve problems. In the spirit of John Dewey's experimental way of knowing, it presents a multifaceted approach to literacy research, combining contemporary research methods to show the complexity of rivaling as a literate practice and the way it is understood and used by a variety of writers.
As a resource for scholars, teachers, and administrators in writing across the curriculum studies, writing program administration, service learning, and community based projects, as well as literacy, rhetoric, and composition, this volume reveals how learning a new literate practice can force students to encounter and negotiate conflicts. It also provides a model of an intercultural inquiry that uses difference to understand a shared problem.
目次
Contents: C. Bazerman, Editor's Introduction. Part I:Perspectives on Inquiry. L. Flower, L. Higgins, E. Long, Preface: A Note on Intercultural Inquiry and Method. L. Flower, The Rival Hypothesis Stance and the Practice of Inquiry. L. Flower, An Experimental Way of Knowing. Part II:Intercultural Understanding and Academic Practice. L. Flower, E. Long, Tracking a Literate Practice: The Aseka Question. L. Higgins, The Opening Question: How Do Students Learn the Rival Hypothesis Stance? E. Long, L. Flower, D. Fleming, Encounters With Conflict. E. Long, D. Fleming, L. Flower, Rival Hypothesis Thinking in Action: Dilemma-Driven Literate Acts. L. Flower, S. Lawrence, D. Cook, Tracking a Literate Practice Across Disciplines: The Rival Hypothesis Stance in Biology and History. Part III:Rivaling and the Practice of Community Literacy. E. Long, L. Flower, D. Fleming, P. Wojahn, Rivaling in School and Out. E. Long, D. Fleming, L. Flower, Rivaling at the CLC: The Logic of a Strategic Process. L. Flower, Acts of Negotiation. E. Long, L. Higgins, L. Flower, Conclusion: Some Provisional Understandings.
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