|
|
Education Is Translation: A Metaphor for Change in Learning and Teachingreviewed by Samantha Caughlan - August 07, 2006 Title: Education Is Translation: A Metaphor for Change in Learning and Teaching Author(s): Alison Cook-Sather Publisher: University of Pennsylvania Press, Philadelphia ISBN: 0812238893, Pages: 208, Year: 2006 Search for book at Amazon.com Metaphors importance as an aid to thought and expression in a culture can hardly be overemphasized; in fact, it is inconceivable that humans could make sense of their world, especially the world of ideas, without these tools for creating meaning by connecting the known to the unknown, the physical to the ineffable, the everyday to the sublime (Lakoff & Johnson, 1980; Lakoff & Turner, 1989; Ortony, 1979). Analyzed critically, the metaphors a society uses reveal its underlying assumptions and values. In her recent book, Education is Translation: A Metaphor for Change in Learning and Teaching, Alison Cook-Sather explains how our dominant metaphors for education have limited the ways we think about learning and teaching; however, her main endeavor is to promote an alternative metaphor, that of education as translation. Through her exploration of the possibilities of juxtaposing education with the complex and slippery activity of translation, she provides a variety... (preview truncated at 150 words.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
|
|
|
- Samantha Caughlan
California State University, Fresno E-mail Author SAMANTHA CAUGHLIN is an assistant professor of English Education at California State University, Fresno. Her scholarly interests include teachers’ cultural models of teaching English, classroom discourse processes, critical discourse analysis, and current reform efforts in literacy teaching. Her publications include articles on classroom discussion and teachers’ relationships with their differently tracked students. She is currently researching using critical language analysis with preservice teachers as a means of increasing their awareness and use of more dialogic discourse practices.
|
|
|
|
|