Sprache: Englisch
Verlag: University of Pittsburgh Press, 2015
ISBN 10: 0822963620 ISBN 13: 9780822963622
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In den WarenkorbPAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000.
Sprache: Englisch
Verlag: University of Pittsburgh Press, 2015
ISBN 10: 0822963620 ISBN 13: 9780822963622
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In den WarenkorbZustand: New. pp. 180.
Sprache: Englisch
Verlag: University of Pittsburgh Press, 2015
ISBN 10: 0822963620 ISBN 13: 9780822963622
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Zustand: New. Series: Pitt Comp Literacy Culture. Num Pages: 200 pages. BIC Classification: CBP; CFC; JFSL. Category: (G) General (US: Trade). Dimension: 229 x 152 x 13. Weight in Grams: 272. . 2015. Paperback. . . . . Books ship from the US and Ireland.
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In den WarenkorbPaperback. Zustand: Brand New. 1st edition. 200 pages. 8.75x5.75x0.25 inches. In Stock.
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In den WarenkorbZustand: New. Recalls the story of Asian American student rhetoric at the site of language and literacy education in post-1960s California. Bringing together language and literacy studies, Asian American history and rhetoric, and critical race theory, Hoang uses historio.
Sprache: Englisch
Verlag: University Of Pittsburgh Press Jun 2015, 2015
ISBN 10: 0822963620 ISBN 13: 9780822963622
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Taschenbuch. Zustand: Neu. Neuware - Writing against Racial Injury recalls the story of Asian American student rhetoric at the site of language and literacy education in post-1960s California. What emerged in the Asian American movement was a recurrent theme in U.S. history: conflicts over language and literacy difference masked wider racial tensions. Bringing together language and literacy studies, Asian American history and rhetoric, and critical race theory, Hoang uses historiography and ethnography to explore the politics of Asian American language and literacy education: the growth of Asian American student organizations and self-sponsored writing; the ways language served as thinly veiled trope for race in the influential Lau v. Nichols; the inheritance of a rhetoric of injury on college campuses; and activist rhetorical strategies that rearticulate Asian American racial identity. These fragments depict a troubling yet hopeful account of the ways language and literacy education alternately racialized Asian Americans while also enabling rearticulations of Asian American identity, culture, and history. This project, more broadly, seeks to offer educators a new perspective on racial accountability in language and literacy education.