Power, Resistance, and Literacy
Writing for Social Justice
A volume in the series: Critical Constructions: Studies on Education and Society. Editor(s): Curry Stephenson Malott, West Chester University.
Published 2011
Students in public schools serving poor and working-class students are inundated by the effects of high-stakes 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 working-class norms. Students feel alienated by content that is meaningless and test-based 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.
CONTENTS
Acknowledgments. Foreword, Ira Shor. Preface. PART I: POWER.
1. Introduction: From Neoliberalism to Dialogicality. 2. The Study. 3. Social
Class, Writing Instruction and Identity Construction. 4. High-Stakes Testing:
Social And Emotional Effects. 5. Restricted Literacies. PART II: RESISTANCE. 6.
Teaching or Selling Out? 7. Writing Instruction: What “Is” and What “Ought To
Be”. 8. Hints at Hope, Glimmers of Resistance. 9. Resistance Literacy: Two Approaches.
10. Looking Forward: Empowerment, S Social Justice, and Collective Agency. About
the Author.
RELATED CATEGORIES
> EDUCATION: Research
> LANGUAGE ARTS & DISCIPLINES: Rhetoric
> LANGUAGE ARTS & DISCIPLINES: Literacy
MORE TITLES IN THIS SERIES
Parental Choice?: A Critical Reconsideration of Choice and the Debate about Choice
Critical Pedagogy in the Twenty-First Century: A New Generation of Scholars
Critical-Service Learning as a Revolutionary Pedagogy: An International Project of Student Agency in Action
The Phenomenon of Obama and the Agenda for Education: Can Hope Audaciously Trump Neoliberalism?
Pedagogies of Deveiling: Muslim Girls and the Hijab Discourse
Can Educators Make a Difference?: Experimenting with, and Experiencing, Democracy in Education
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