Description

Book Synopsis
Literacy and justice for all? What happens when teachers are faced with educational policies ostensibly focused on ensuring that all children will be reading by third grade? This book focuses on how eight educators in one Texas elementary school navigated the policies of the Texas Reading Initiative, a precursor to the No Child Left Behind Act. Exploring how an educational policy that supported a monolithic, simply defined view of literacy education actually decreased expectations for all students, teachers share their views and provide a basis for understanding how leaving no child behind has the potential to lower the bar for many children. The Colonization of Literacy Education reveals how teachers' instructional practices were subject to educational policy constructions of the literacy capabilities of children of color.

The Colonization of Literacy Education

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    £41.53

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    A Paperback / softback by Julie L. Pennington, Joe L. Kincheloe, Shirley R. Steinberg

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      View other formats and editions of The Colonization of Literacy Education by Julie L. Pennington

      Publisher: Peter Lang Publishing Inc
      Publication Date: 22/10/2004
      ISBN13: 9780820469256, 978-0820469256
      ISBN10: 0820469254

      Description

      Book Synopsis
      Literacy and justice for all? What happens when teachers are faced with educational policies ostensibly focused on ensuring that all children will be reading by third grade? This book focuses on how eight educators in one Texas elementary school navigated the policies of the Texas Reading Initiative, a precursor to the No Child Left Behind Act. Exploring how an educational policy that supported a monolithic, simply defined view of literacy education actually decreased expectations for all students, teachers share their views and provide a basis for understanding how leaving no child behind has the potential to lower the bar for many children. The Colonization of Literacy Education reveals how teachers' instructional practices were subject to educational policy constructions of the literacy capabilities of children of color.

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