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Culture, Literacy, and Learning
How can educators improve the literacy skills of students in historically underachieving urban high schools? In this timely book, the author offers a theoretical framework for the design of instruction that is both culturally responsive and subject-matter specific, rooted in examples of the implementation of the Cultural Modeling Project. Presented here, the Cultural Modeling Project draws on competencies students already have in African American Vernacular English (AAVE) discourse and hip-hop culture to tackle complex problems in the study of literature. Using vivid descriptions from real classrooms, the author describes how AAVE supported student learning and reasoning; how students in tur...
Handbook of the Cultural Foundations of Learning
Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond summary to reshape the field toward studies that situate culture in the learning sciences alongside equity of educational processes and outcomes. With the recent increased focus on culture and equity within the educational research community, this volume presents a comprehensive, innovative treatment of what has become one of the field’s most timely and relevant topics.
Vygotskian Perspectives on Literacy Research
Contains essays that analyze learning and development based on Lev Vygotsky's cultural-historical theory of human development, describing how schooling is influenced by culture, and using Vygotsky's theory to find solutions to education problems.
Teaching on Solid Ground
To be successful, teachers of English in grades 6–12 need more than basic content knowledge and classroom management skills. They need a deep understanding of the goals and principles of teaching literature, writing, oral discourse, and language in order to make sound instructional decisions. This engaging book explores the pedagogical foundations of the discipline and gives novice and future teachers specific guidance for creating effective, interesting learning experiences. The authors consider such questions as what makes a literary text worth studying, what students gain from literary analysis, how to make writing meaningful, and how to weave listening and speaking into every class meeting. Professional learning and course use are facilitated by end-of-chapter reflection questions, text boxes, and appendices showcasing exemplary learning activities.
Youth Poets
Youth Poets documents an ethnographic study of the literacy learning of urban high school youth in June Jordan's Poetry for the People program. The book emphasizes how seven students adopted empowering literacies as they read, wrote, published, and performed poetry in and outside of school. Using a sociocultural and critical framework on literacy and pedagogy, the book focuses on the experiences of urban youth - from their own perspectives - to examine the various processes, products, and practices associated with poetry. It contributes to current research on literacy pedagogy in urban contexts, and further grounds connections between poetry production and academic and critical literacies. Not only does the research presented here support the use of poetry in itself, but it makes a case for the ways in which poetry can lead to transformative possibilities in diverse and multicultural classrooms.
Moral Education for Social Justice
The authors draw from their work with teachers and students to address issues of social justice through the regular curriculum and everyday school life. This book illustrates an approach that integrates social justice education with contemporary research on students’ development of moral understandings and concerns for human welfare in order to critically address societal conventions, norms, and institutions. The authors provide a clear roadmap for differentiating moral education from religious beliefs and offer age-appropriate guidance for creating healthy school and classroom environments. Demonstrating how to engage students in critical thinking and community activism, the book includes...
One of Your Own
'Infamous, I have become disowned, but I am one of your own' - Myra Hindley, from her unpublished autobiography On 15 November 2002, Myra Hindley, Britain’s most notorious murderess, died in prison, one of the rare women whose crimes were deemed so indefensible that ‘life’ really did mean ‘life’. But who was the woman behind the headlines? How could a seemingly normal girl grow up to commit such terrible acts? Her defenders claim she fell under Ian Brady’s spell, but is this the truth? Was her insistence that she had changed, that she felt deep remorse and had reverted to the Catholicism of her childhood genuine or a calculating bid to win parole? One of Your Own explores these questions and many others, drawing on a wide range of resources, including Hindley’s own unseen writings, hundreds of recently released prison files, fresh interviews and extensive new research. Compellingly well written, this is the first in-depth study of Hindley and the challenging, definitive biography of Britain’s ‘most-hated woman’.
Signifying as a Scaffold for Literary Interpretation
Signifying, a traditional form of expression in African American communities, includes "rapping," "sounding," "playing the dozens," "loud talking," and "testifying." According to this report's author, all forms of signifying share common qualities of indirection, understatement, and irony. Can the skills of expression found in signifying lead to an understanding of the books we teach in the classroom? Can the social use of innuendo and figurative language transfer, serving as a framework for the comprehension of literary texts? Using as sample texts Alice Walker's The Color Purple and Zora Neale Hurston's Their Eyes Were Watching God, Lee has tested her hypothesis that "novice African American adolescent readers bring into classrooms a powerful intellectual tool which too often goes unnoticed, devalued, and untapped." Her report, she promises, will give "an example of an instructional approach which speaks to the problems of literacy in African American and, by extension, other ethnically diverse populations, as well as to the problems that plague literature instruction in U.S. schools." This book delivers on that promise.
Assessment, Equity, and Opportunity to Learn
Providing all students with a fair opportunity to learn (OTL) is perhaps the most pressing issue facing U.S. education. Moving beyond conventional notions of OTL – as access to content, often content tested; access to resources; or access to instructional processes – the authors reconceptualize OTL in terms of interaction among learners and elements of their learning environments. Drawing on socio-cultural, sociological, psychometric, and legal perspectives, this book provides historical critique, theory and principles, and concrete examples of practice through which learning, teaching, and assessment can be re-envisioned to support fair OTL for all students. It offers educators, researchers, and policy analysts new to socio-cultural perspectives an engaging introduction to fresh ideas for conceptualizing, enhancing, and assessing OTL; encourages those who already draw on socio-cultural resources to focus attention on OTL and assessment; and nurtures collaboration among members of discourse communities who have rarely engaged one another's work.
Culturally Sustaining Pedagogies
Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Paci...
