This book outlines and critiques international strategies and programmes designed to address difficulties in literacy development. The high-profile team of contributors consider teaching programmes which operate at family, school, pupil and teacher levels. They argue that school is not the only legitimate location for literacy education, and show how difficulties in literacy can be addressed sequentially, both in and out of the school context....
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This work explores the troubled relationship and unfinished intellectual dialogue between Paul Celan, regarded by many as the most important European poet after 1945, and Martin Heidegger, perhaps the...