Full Description
This book explores the freedom to use the language resources we have at our disposal to learn to our fullest, to engage in inquiry about learning and teaching, and to go beyond the surface in topics of schooling and education. Within a particular school context, the author explores how these freedoms came into being, how they took shape, and what they meant for the individuals involved. She shows that the individual and social freedoms in which the teacher and the learner operate within schools are important measures and outcomes of intellectual development. In connecting language, culture, learning, and intellectual development as freedoms in her own life, the author explores a new way of seeing the role of multiple languages in education and the freedom to learn.
Contents
Chapter 1 Enmarcando/An Introduction; Part One Language Development as Freedom; Chapter 2 Language and Culture from the Periphery to the Center; Chapter 3 Negotiating Language; Part Two Professional Development as Freedom; Chapter 4 The Professional Development Plan; Chapter 5 The Many Benefits of Group Study; Chapter 6 The Synergy of Collaboration Teachers and Researchers Together; Chapter 7 Teaching as Social Practice; Part Three Intellectual Development as Freedom; Chapter 8 Teachers Speak Their Theories and Educational Goals; Chapter 9 Other Theories of Development as Freedom; Chapter 10 One Principal's Perspective; Chapter 11 My Perspective; Chapter 12 Conclusions: Openings for Future Freedoms;
