Critical Intertextuality

This is a critical ethnographic study highlighting the students of an exemplary multicultural educator who uses critical pedagogy with first and second grade students. The theory of critical intertextuality for social action is developed for teachers based upon previous theories in sociolinguistics, critical pedagogy and education. It is also derived from close observations of a highly successful elementary school teacher with a history of grassroots community organizing. This synthesis of existing theory, coupled with examples from the "Peace Class," result in a hopeful study that has implications for teacher preparation programs, professional development and all committed to social justice issues in education. It is meant for an academic audience and yet it extends and includes important scholars work that can be used by teachers in classrooms from the elementary to the university level. For teachers who want practical stories and user friendly theory to address social inequity and work for peace in a demographically changing world with fewer boundaries, it is an inspiring book of hope for our collective human future.

Autorentext
Jehann El-Bisi, Ed.D., is a recent graduate of the University of
Massachusetts at Amherst, U.S.A. She addresses issues of social
justice and globalization using critical pedagogy in her
scholarship. She developed the theory of critical
intertextuality for teacher education. She is writing,developing
workshops and raising her son Elijah.