SGarza.QuestionFromWillma-PuttingLiteracyInItsPlace History

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Well Wilma, if you ask I correct or incorrect in my position of thought? what kind of model are you applying your critical analyses of the text? Is there a definite answer to your question? If so, it seems that your question I places [others] as the hero whose job it now is to enlighten [us](1646). I think what their trying to indicate here is that a manifestation of critical awareness occurs in a variety of situations. For instance, Mexican-Americans born and raised in the US might see themselves as Mexicans in the US and Americans when in Mexico (Isabel). There is a critical consciousness at play here (situational). Isabel had a false consciousness that revealed itself in a new environment. When Isabel returned to Mexico, she challenged the historical awareness she had with her nomadic consciousness; no finality What she thought was absolute as a young girl, showed room for adjustment. She necessarily search for an ending per se, but she did challenge the social influence of the controlling class. With that said, what do you think about your position? Is it only that enables us to challenge power structures? Or, has the value of and nomadic been revealed to us?
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Well Wilma, if you ask I correct or incorrect in my position of thought? what kind of model are you applying your critical analyses of the text? Is there a definite answer to your question? If so, it seems that your question I places [others] as the hero whose job it now is to enlighten [us](1646). I think what their trying to indicate here is that a manifestation of critical awareness occurs in a variety of situations. For instance, Mexican-Americans born and raised in the US might see themselves as Mexicans in the US and Americans when in Mexico (Isabel). There is a critical consciousness at play here (situational). Isabel had a false consciousness that revealed itself in a new environment. When Isabel returned to Mexico, she challenged the historical awareness she had with her nomadic consciousness; no finality What she thought was absolute as a young girl, showed room for adjustment. She necessarily search for an ending per se, but she did challenge the social influence of the controlling class. With that said, what do you think about your position? Is it only that enables us to challenge power structures? Or, has the value of and nomadic been revealed to us?
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'''From Melissa R.'''

Willma I am not sure if I understand your question or not. According to Guerra, repositioning is grounded on it conceptual space for differences in subject location, identity and (1652). I think what the author was trying to say is that an individual can shift between their culture to another without completely understanding the language, and without assimilating to one authority (1649). Guerra refers to Isabel as being which violates critical pedagogy. To further elaborate transcultural repositioning occurs within each individual who is learning something new. not just about language learners, its ideological (1645). We learn through our associations when exposed to something different: altering our cultural practices and beliefs. In some cases the individual alters the society that holds the authority, which indicates that is always more than one literacy being practiced by members of any community at a given (1646).
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Given the circumstances of situation, I can understand how her violates the assumptions of many scholars in critical (1640). However, it seems that this would only apply in transcultural repositioning situations having never been exposed to any writing practices and techniques associated with critical pedagogy. Am I correct or incorrect in my position of thought?
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Given the circumstances of situation, I can understand how her violates the assumptions of many scholars in critical (1640). However, it seems that this would only apply in transcultural repositioning situations having never been exposed to any writing practices and techniques associated with critical pedagogy. Am I correct or incorrect in my position of thought?
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'''From Charlie'''
Well Wilma, if you ask I correct or incorrect in my position of thought? what kind of model are you applying your critical analyses of the text? Is there a definite answer to your question? If so, it seems that your question I places [others] as the hero whose job it now is to enlighten [us](1646). I think what their trying to indicate here is that a manifestation of critical awareness occurs in a variety of situations. For instance, Mexican-Americans born and raised in the US might see themselves as Mexicans in the US and Americans when in Mexico (Isabel). There is a critical consciousness at play here (situational). Isabel had a false consciousness that revealed itself in a new environment. When Isabel returned to Mexico, she challenged the historical awareness she had with her nomadic consciousness; no finality What she thought was absolute as a young girl, showed room for adjustment. She necessarily search for an ending per se, but she did challenge the social influence of the controlling class. With that said, what do you think about your position? Is it only that enables us to challenge power structures? Or, has the value of and nomadic been revealed to us?
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Given the circumstances of situation, I can understand how her violates the assumptions of many scholars in critical (1640). However, it seems that this would only apply in transcultural repositioning situations having never been exposed to any writing practices and techniques associated with critical pedagogy. Am I correct or incorrect in my position of thought?

'''White Paper Source'''

Pitre, Abul, Esrom Pitre, Ruth Ray, and Twana Hilton-Pitre, eds.

->''Educating'' ''African'' ''American'' ''Students'' ''Foundations'',

->''Curriculum'', ''and'' ''Experiences''. Lanham: Roman & Littlefield,

->2009. Print.
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Given the circumstances of situation, I can understand how her violates the assumptions of many scholars in critical (1640). However, it seems that this would only apply in transcultural repositioning situations having never been exposed to any writing practices and techniques associated with critical pedagogy. Am I correct or incorrect in my position of thought?
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->''Educating'' African American Students Foundations, Curriculum, and

->
Experiences. Lanham: Roman & Littlefield, 2009. Print.
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->''Educating'' ''African'' ''American'' ''Students'' ''Foundations'',

->''
Curriculum'', ''and'' ''Experiences''. Lanham: Roman & Littlefield,

->
2009. Print.
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->''Educating'' African American Students Foundations, Curriculum, and
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->Experiences.' Lanham: Roman & Littlefield, 2009. Print.
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->Experiences. Lanham: Roman & Littlefield, 2009. Print.
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->'Educating African American Students Foundations, Curriculum, and

->Experiences.' Lanham: Roman & Littlefield, 2009. Print.
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->"Educating African American Students Foundations, Curriculum, and

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->''Educating African American Students Foundations, Curriculum, and

->Experiences''. Lanham: Roman & Littlefield, 2009. Print.
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->Experiences". Lanham: Roman & Littlefield, 2009. Print.
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Literacy in Its Place: Nomadic Consciousness and the Practice of Transcultural \\
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'''Putting Literacy in Its Place: Nomadic Consciousness and the Practice of Transcultural Repositioning'''\\
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Pitre, Abul, Esrom Pitre, Ruth Ray, and Twana Hilton-Pitre, eds.\\ ->""Educating African American Students Foundations, Curriculum, and\\
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'''White Paper Source'''

Pitre, Abul, Esrom Pitre, Ruth Ray, and Twana Hilton-Pitre, eds.

->""Educating African American Students Foundations, Curriculum, and
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Literacy in Its Place: Nomadic Consciousness and the Practice of Transcultural \\
Juan C. Guerra

Given the circumstances of situation, I can understand how her violates the assumptions of many scholars in critical (1640). However, it seems that this would only apply in transcultural repositioning situations having never been exposed to any writing practices and techniques associated with critical pedagogy. Am I correct or incorrect in my position of thought?

Paper

Pitre, Abul, Esrom Pitre, Ruth Ray, and Twana Hilton-Pitre, eds.\\ ->""Educating African American Students Foundations, Curriculum, and\\
->Experiences"". Lanham: Roman & Littlefield, 2009. Print.