Literaturnachweis - Detailanzeige
| Autor/in | Shank, Monica |
|---|---|
| Titel | Imagination, Waldorf, and Critical Literacies: Possibilities for Transformative Education in Mainstream Schools |
| Quelle | In: Reading & Writing: Journal of the Reading Association of South Africa, 7 (2016) 2, Artikel 99 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2079-8245 |
| Schlagwörter | Imagination; Critical Literacy; Early Childhood Education; Role; Transformative Learning; Teaching Methods; National Curriculum; Elementary School Students; Foreign Countries; Story Telling; Play; Creativity; Poetry; Freehand Drawing; Painting (Visual Arts); Partnerships in Education; Kenya |
| Abstract | In the face of transmission-oriented national curricula, this study explores possibilities for claiming space for imagination, as 'the most powerful and energetic of learning tools' (Egan 1986), in early childhood education in mainstream Kenyan schools. Drawing from Egan's work on imagination and Cummins' Nested Pedagogical Orientations framework, this study interrogates the indispensable role of imagination in transformative education, as well as its utility in the 'transmission' of the government curriculum. This study draws insights from an initiative integrating imaginative, Waldorf-inspired pedagogies into mainstream pre-primary and early primary classrooms to explore how imagination-based pedagogies, including storytelling, creative play, poems and verses, drawing and painting, can support the development of critical literacies in young children. (As Provided). |
| Anmerkungen | AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://rw.org.za/index.php/rw |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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