Challenging Ways Of Knowing

This work provides an analysis of how knowledge is constructed and defined by teachers and lecturers in schools and universities/colleges. It considers how everyday uses of reading writing numeracy and science are cast aside in favour of academic language and academic discourse arguing that such discourses are alien to learners' daily experiences and are therefore difficult to acquire and adopt.; Chapters examine literacies of English mathematics and science as practised in and outside schools and colleges. The book is interdisciplinary and multicultural adopting perspectives from the UK USA South Africa India Brazil and Kenya. It should be of interest to a wide market of educationalists including those involved in educational policy making teacher education cultural/multicultural studies development studies anthropology and adult and continuing education.