xii: “We cannot attend to what is salient concerning materiality without necessarily also extending our sweep to the ambient environms and the numerous objects therein, all fo which help scaffold our ability to generate what is salient. In other words, ambience takes on the order of a medium (not mediator), as Jen-Paul Thibaud argues, being a necessary constintuent of percpetion, thought, and action [AND THE SIGN] and therefore influencing the shape , direction, or ‘style’ in which they issue forth (10).” ***This is Berthoff & Montessori (less so Freire?) Is “attending to ambiance” = to crafting an environment? I think I can argue that it is TO SOME EXTENT, but an important one. The one we can control (a bit).
Reason to Believe: Romanticism, Pragmatism, and the Teaching of Writing by Roskelly & Ronald
Roskelly, Hephzibah and Kate Ronald. Reason to Believe : Romanticism, Pragmatism, and the Possibility of Teaching. Albany : State University of New York Press, 1998.
Chapter 1
Stephen North
Stanley Fish
Mike Rose
Cornell West
bell hooks
Ira Shor’s What is Critical Literacy, “Introduction”
Berlin’s Rhetorics, Poetics, Cultures part III (chapter 6…Freire)
Chapter Six
105: “I will invoke the concept of ‘critical literacy,’ a term used by Ira Shor, Henry Giroux, and Peter McLaren, among others, in responding to the critical pedagogy of Paulo Freire, a figure central to my discussion.” *** Is this a matter of terms? AB doesn’t use the term, ‘critical literacy.’ Freire recognized the attunement of triadicity with the imperatives of critical pedagogy. Berlin does not, if one takes the 1990 roundtable as any indication… Why not?