Restorative Literacies: Creating a Community of Care in Schools. Language and Literacy Series

Autor/in	Wolter, Deborah L.
Titel	Restorative Literacies: Creating a Community of Care in Schools. Language and Literacy Series
Quelle	(2021), (160 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8077-6521-0
Schlagwörter	Literacy; Justice; Models; Culturally Relevant Education; Multiple Literacies; Humanization; Educational Strategies; Empathy; Educational Practices; Inclusion; Elementary Schools; Secondary Schools + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Gerechtigkeit; Analogiemodell; Humanisierung; Lehrstrategie; Empathie; Bildungspraxis; Inklusion; Elementary school; Grundschule; Volksschule; Sekundarschule
Abstract	Through eight compelling stories of restorative literacies, Wolter explores the complex relationships among cognition, metacognition, identity, behavior in schools, and literacies. Based on the principles of restorative justice, restorative literacies are designed to help educators repair harm, restore relationships, and expand the concept of literacy for some of our most disenfranchised and disengaged students. Restorative literacies are not just about growing readers and writers per se. They are about creating a community of care that involves students, teachers, administrators, and families so that all students experience racially, culturally, linguistically, and economically responsive instruction in multiple forms of literacies. Drawing on the author's rich experiences cultivating a love of reading among her students and studying the practices of other educators, "Restorative Literacies" advances a provocative set of examples about centering the voice and stories of people in our quest to humanize and reimagine how we care for, about, and with others. Book features: (1) Presents a literacy model of restorative justice that includes participation from teachers, principals, administrators, and parents; (2) Contains engaging narratives from elementary and secondary schools to illustrate concepts and strategies; (3) Explores compassionate listening as a conscious process of assuring that all involved are fully heard, a skill that requires removing assumptions, judgment, and bias; (4) Identifies practices that take a positive view of learners, as opposed to referring students to special education; and (5) Uses restoration as an alternative to pushout practices that are designed to control students and often prevent them from reaching their capacity. [The foreword is written by H. Richard Milner, IV.] (As Provided).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01