Mary Kalantzis

Bio: Mary Kalantzis is an academic researcher from University of Illinois at Urbana–Champaign. The author has contributed to research in topics: Literacy & Educational technology. The author has an hindex of 35, co-authored 125 publications receiving 7490 citations. Previous affiliations of Mary Kalantzis include University of Illinois at Chicago & National Center for Supercomputing Applications.

Multiliteracies: Lit Learning

Abstract: Multiliteracies considers the future of literacy teaching in the context of the rapidly changing English language. Questions are raised about what constitutes appropriate literacy teaching in today's world: a world that is both a global village yet one which local diversity is increasingly important. This is a coherent and accessible overview of the work of the New London Group, with well-known international contributors bringing together their varying national experiences and differences of theoretical and political emphasis. The essays deal with issues such as: * the fundamental premises of literacy pedagogy * the effects of technological change * multilingualism and cultual diversity * social futures and their implications on language teaching. The book concludes with case studies of attempts to put the theories into practice and thereby provides a basis for dialogue with fellow educators around the world.

“Multiliteracies”: New Literacies, New Learning

Abstract: This paper examines the changing landscape of literacy teaching and learning, revisiting the case for a “pedagogy of multiliteracies” first put by the New London Group in 1996. It describes the dramatically changing social and technological contexts of communication and learning, develops a language with which to talk about representation and communication in educational contexts, and addresses the question of what constitutes appropriate literacy pedagogy for our times.

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

What Video Games Have to Teach Us About Learning and Literacy

Abstract: Good computer and video games like System Shock 2, Deus Ex, Pikmin, Rise of Nations, Neverwinter Nights, and Xenosaga: Episode 1 are learning machines. They get themselves learned and learned well, so that they get played long and hard by a great many people. This is how they and their designers survive and perpetuate themselves. If a game cannot be learned and even mastered at a certain level, it won't get played by enough people, and the company that makes it will go broke. Good learning in games is a capitalist-driven Darwinian process of selection of the fittest. Of course, game designers could have solved their learning problems by making games shorter and easier, by dumbing them down, so to speak. But most gamers don't want short and easy games. Thus, designers face and largely solve an intriguing educational dilemma, one also faced by schools and workplaces: how to get people, often young people, to learn and master something that is long and challenging--and enjoy it, to boot.

Nations and Nationalism

Abstract: Series Editor's Preface. Introduction by John Breuilly. Acknowledgements. 1. Definitions. State and nation. The nation. 2. Culture in Agrarian Society. Power and culture in the agro-literature society. The varieties of agrarian rulers. 3. Industrial Society. The society of perpetual growth. Social genetics. The age of universal high culture. 4. The Transition to an Age of Nationalism. A note on the weakness of nationalism. Wild and garden culture. 5. What is a Nation. The course of true nationalism never did run smooth. 6. Social Entropy and Equality in Industrial Society. Obstacles to entropy. Fissures and barriers. A diversity of focus. 7. A Typology of Nationalisms. The varieties of nationalist experience. Diaspora nationalism. 8. The Future of Nationalism. Industrial culture - one or many?. 9. Nationalism and Ideology. Who is for Nuremberg?. One nation, one state. 10. Conclusion. What is not being said. Summary. Select bibliography. Bilbliography of Ernest Gellner's writing: Ian Jarvie. Index

Rethinking Critical Theory and Qualitative Research

Abstract: Some 70 years after its development in Frankfurt, Germany, critical theory retains its ability to disrupt and hallenge the status quo. In the process, it elicits highlycharged emotions of all types—fierce loyalty from its roponents, vehement hostility from its detractors. Such vibrantly polar reactions indicate at the very least that critical theory still matters. We can be against critical theory or for it, but, especially at the present historical uncture, we cannot be without it.