Power, resistance, and literacy :: writing for social justice /
Students in public schools serving poor and workingclass students are inundated by the effects of highstakes examinations. Teachers are demoralized and students suffer substandard curricular and pedagogical experiences. These effects are articulated by students and teachers in the high school that p...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Charlotte, NC :
Information Age Publishing, Inc.,
[2011]
|
| Schriftenreihe: | Critical constructions.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Students in public schools serving poor and workingclass students are inundated by the effects of highstakes examinations. Teachers are demoralized and students suffer substandard curricular and pedagogical experiences. These effects are articulated by students and teachers in the high school that provided the setting for the critical ethnography on which this text is based. Teachers resent being judged on the basis of students' performance on standardized assessments. They are deprofessionalized as their roles are oriented toward workingclass norms. Students feel alienated by content that is meaningless and testbased pedagogies that are disempowering.While these findings are disturbing, critical theory provides a foundation for seeking hope. By incorporating inquiry and dialogue, this theoretical framework opens a space where resistance can be revealed and examined. In this case, the study exposed glimmers of resistance, spaces in the structure of schooling where students and teachers critique the system and suggest ways of subverting the negative effects of the neoliberal reforms through dialogic, empowering, culturally responsive pedagogies.Collective resistance, achieved through dialogic pedagogies that build on understandings of resistance and power, can cultivate theoretical and material spaces where a cycle of praxis can enhance possibilities for social justice. To that end, the conclusion is devoted to the implementation of critical, dialogic approaches to literacies, approaches intended to interrupt the hegemonic influences that perpetuate social reproduction by capitalizing on the potential for solidarity and collective agency among the students and teachers who populate and educate the working classes. This book would interest teacher educators, teachers, and school administrators |
| Beschreibung: | 1 online resource (xxii, 225 pages) : illustrations |
| Bibliographie: | Includes bibliographical references |
| ISBN: | 9781617354076 1617354074 |
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| series | Critical constructions. |
| series2 | Critical constructions: studies on education and society |
| spelling | Gorlewski, Julie A., author. http://id.loc.gov/authorities/names/n2011010996 Power, resistance, and literacy : writing for social justice / by Julie A. Gorlewski, State University of New York at New Paltz Charlotte, NC : Information Age Publishing, Inc., [2011] ©2011 1 online resource (xxii, 225 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier data file rda Electronic books lcsh Critical constructions: studies on education and society Includes bibliographical references pt. 1. Power -- pt. 2. Resistance Students in public schools serving poor and workingclass students are inundated by the effects of highstakes examinations. Teachers are demoralized and students suffer substandard curricular and pedagogical experiences. These effects are articulated by students and teachers in the high school that provided the setting for the critical ethnography on which this text is based. Teachers resent being judged on the basis of students' performance on standardized assessments. They are deprofessionalized as their roles are oriented toward workingclass norms. Students feel alienated by content that is meaningless and testbased pedagogies that are disempowering.While these findings are disturbing, critical theory provides a foundation for seeking hope. By incorporating inquiry and dialogue, this theoretical framework opens a space where resistance can be revealed and examined. In this case, the study exposed glimmers of resistance, spaces in the structure of schooling where students and teachers critique the system and suggest ways of subverting the negative effects of the neoliberal reforms through dialogic, empowering, culturally responsive pedagogies.Collective resistance, achieved through dialogic pedagogies that build on understandings of resistance and power, can cultivate theoretical and material spaces where a cycle of praxis can enhance possibilities for social justice. To that end, the conclusion is devoted to the implementation of critical, dialogic approaches to literacies, approaches intended to interrupt the hegemonic influences that perpetuate social reproduction by capitalizing on the potential for solidarity and collective agency among the students and teachers who populate and educate the working classes. This book would interest teacher educators, teachers, and school administrators Publisher's description online resource; title from PDF title page (ProQuest Ebook Central, viewed March 31, 2021) English language Composition and exercises Study and teaching (Secondary) Case studies. Composition (Language arts) Social aspects United States Case studies. Children with social disabilities Education (Secondary) United States Case studies. Critical pedagogy United States Case studies. Composition (Exercice littéraire) Aspect social États-Unis Études de cas. Pédagogie critique États-Unis Études de cas. LANGUAGE ARTS & DISCIPLINES Composition & Creative Writing. bisacsh LANGUAGE ARTS & DISCIPLINES Rhetoric. bisacsh REFERENCE Writing Skills. bisacsh Children with social disabilities Education (Secondary) fast Critical pedagogy fast English language Composition and exercises Study and teaching (Secondary) fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq Case studies fast has work: Power, resistance, and literacy (Text) https://id.oclc.org/worldcat/entity/E39PCH4JFDGYQHXm7gDJ6Kmcfq https://id.oclc.org/worldcat/ontology/hasWork Print version: Gorlewski, Julie A. Power, resistance, and literacy. Charlotte, NC : Information Age Pub., ©2011 9781617354052 (DLC) 2011005764 (OCoLC)710815860 Critical constructions. http://id.loc.gov/authorities/names/no2011049723 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=470131 Volltext |
| spellingShingle | Gorlewski, Julie A. Power, resistance, and literacy : writing for social justice / Critical constructions. pt. 1. Power -- pt. 2. Resistance English language Composition and exercises Study and teaching (Secondary) Case studies. Composition (Language arts) Social aspects United States Case studies. Children with social disabilities Education (Secondary) United States Case studies. Critical pedagogy United States Case studies. Composition (Exercice littéraire) Aspect social États-Unis Études de cas. Pédagogie critique États-Unis Études de cas. LANGUAGE ARTS & DISCIPLINES Composition & Creative Writing. bisacsh LANGUAGE ARTS & DISCIPLINES Rhetoric. bisacsh REFERENCE Writing Skills. bisacsh Children with social disabilities Education (Secondary) fast Critical pedagogy fast English language Composition and exercises Study and teaching (Secondary) fast |
| title | Power, resistance, and literacy : writing for social justice / |
| title_auth | Power, resistance, and literacy : writing for social justice / |
| title_exact_search | Power, resistance, and literacy : writing for social justice / |
| title_full | Power, resistance, and literacy : writing for social justice / by Julie A. Gorlewski, State University of New York at New Paltz |
| title_fullStr | Power, resistance, and literacy : writing for social justice / by Julie A. Gorlewski, State University of New York at New Paltz |
| title_full_unstemmed | Power, resistance, and literacy : writing for social justice / by Julie A. Gorlewski, State University of New York at New Paltz |
| title_short | Power, resistance, and literacy : |
| title_sort | power resistance and literacy writing for social justice |
| title_sub | writing for social justice / |
| topic | English language Composition and exercises Study and teaching (Secondary) Case studies. Composition (Language arts) Social aspects United States Case studies. Children with social disabilities Education (Secondary) United States Case studies. Critical pedagogy United States Case studies. Composition (Exercice littéraire) Aspect social États-Unis Études de cas. Pédagogie critique États-Unis Études de cas. LANGUAGE ARTS & DISCIPLINES Composition & Creative Writing. bisacsh LANGUAGE ARTS & DISCIPLINES Rhetoric. bisacsh REFERENCE Writing Skills. bisacsh Children with social disabilities Education (Secondary) fast Critical pedagogy fast English language Composition and exercises Study and teaching (Secondary) fast |
| topic_facet | English language Composition and exercises Study and teaching (Secondary) Case studies. Composition (Language arts) Social aspects United States Case studies. Children with social disabilities Education (Secondary) United States Case studies. Critical pedagogy United States Case studies. Composition (Exercice littéraire) Aspect social États-Unis Études de cas. Pédagogie critique États-Unis Études de cas. LANGUAGE ARTS & DISCIPLINES Composition & Creative Writing. LANGUAGE ARTS & DISCIPLINES Rhetoric. REFERENCE Writing Skills. Children with social disabilities Education (Secondary) Critical pedagogy English language Composition and exercises Study and teaching (Secondary) United States Case studies |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=470131 |
| work_keys_str_mv | AT gorlewskijuliea powerresistanceandliteracywritingforsocialjustice |