Political Acts: Literacy Learning and Teaching

Abstract

S Political acts: Literacy learning and teaching We believe that literacy learning is a human right. In this article, we offer a critique of the interwoven nature of politics and literacy learning and teaching throughout the twentieth century. We identify political acts, with variations, as interventions by those in positions of power and in government that determine how literacy is learned and taught. We have adopted a framework of political awareness to discuss some of the many political acts that have shaped literacy learning and teaching in this country, historically and contemporaneously. Our discussion of the intersection of politics and literacy focuses on four distinct areas: (a) the ideological view that has most influenced literacy research, (b) literacy instruction, (c) literacy materials, and (d) literacy assessment. Each of these sections ends with a series of queries and some suggestions for reconceptualizing how literacy is learned and taught in the next century. We offer no quick fixes or solutions. We hope that this article will serve as a starting point for conversations about the possibilities for developing more democratic and socially just literacy learning and teaching spaces. Actos políticos: El aprendizaje y la enseñanza de la lectoescritura CONSIDERAMOS QUE el aprendizaje de la lectoescritura es un derecho humano. En este artículo, ofrecemos una revisión crítica del complejo entramado que constituyen la política y el aprendizaje y la enseñanza de la lectoescritura a lo largo del siglo veinte. Definimos los actos políticos como intervenciones de aquellos en posiciones de poder y en el gobierno que determinan cómo se aprende y se enseña a leer. Hemos adoptado un marco de conciencia política para discutir algunos de los muchos actos políticos que han conformado el aprendizaje y la enseñanza de la lectoescritura en este país, histórica y contemporáneamente. La discusión sobre la intersección de política y alfabetización está centrada en cuatro áreas distintas: (a) la perspectiva ideológica que ha influenciado más la investigación en lectoescritura, (b) la instrucción en lectoescritura, (c) los materiales de lectoescritura y (d) la evaluación de la lectoescritura. Cada una de estas secciones finaliza con una serie de interrogantes y algunas sugerencias para reconceptualizar el aprendizaje y la enseñanza de la lectoescritura en el próximo siglo. No ofrecemos recetas fijas ni soluciones. Esperamos que este artículo sirva como un punto de partida para dialogar acerca de las posibilidades de desarrollar espacios de alfabetización más democráticos y socialmente justos. Politische Taten: Das Erlernen und Unterrichten vom Schreiben und Lesen WIR GLAUBEN, daß das Erlernen des Schreibens und Lesens ein Grundrecht des Menschen ist. In diesem Artikel offerieren wir eine Kritik an die natürlich verflochtenen Bindungen zwischen der Politik und dem Erlernen und Lehren des Schreibens und Lesens quer durch das zwanzigste Jahrhundert. Wir identifizieren politische Taten, mit einigen Abweichungen, als E...

Two Professors Critique the Representations of Africans and African Americans in Picture Books

“…They then recommend requiring the PTs to use these books with their K-12 students, "exploring the children's experiences and responses to the [controversial] themes" (p. 247). Willis and Harris (2000) state that it is imperative that PTs be given the tools to choose literature that will present all aspects of American culture in authentic and culturally relevant ways. This is especially important because these PTs are predominantly young, middle-class, white women.…”

Second Language Learners Making Video in Three Contexts

“…While there has been research examining the teaching of multimodal literacies to L2 students (Ajayi, 2008(Ajayi, , 2009Lotherington, 2007Lotherington, , 2009Skinner & Hagood, 2008;Ware, 2008;Willis & Harris, 2000), there have been only a few studies specifically concerned with videomaking with L2 learners. Some studies report using video with L2 learners to provide authentic language samples and to allow learners to become aware of and correct their errors (Gromik, 2009;Hanson-Smith, 2007;Hofer & Owings-Swan, 2005;Levy & Kennedy, 2004).…”

Chapter 5 : Literacy at the Crossroads: Movement, Connection, and Communication With in the Research Literature on Literacy and Cultural Diversity

“…By citing data from the National Assessment of Educational Progress (NAEP) and international comparisons, high-stakes testing and choice advocates attempt to foster a conventional wisdom wherein U.S. schools, particularly culturally diverse urban schools, are falling behind in their effort to produce the technically trained workforce required for global competitiveness (Berliner & Biddle, 1995). Thus, recent policy initiatives such as Goals 2000, the Improving America's Schools Act, and curricular reforms in California and Texas, all of which feature narrowly constructed conceptions of literacy (Willis & Harris, 2000), may be perceived as politically motivated extensions of die logic of crisis.…”

“…Gee (1993Gee ( , 1999 constructed literacy as an integrated "nexus" but emphasized the multiple identities and languages that must be negotiated and the power relations that silence nonmainstream cultural identities and discursive practices. Finally, Willis and Harris (2000) view resistant struggle as an indelible component of literacy learning for nonmainstream cultural learners. This political contingency requires both learners and educators to regard literacy development as a process that goes hand in hand with political and cultural development.…”

“…Reflecting literacy contingencies delineated by Willis and Harris (2000), social action studies construct literacy as the outcome of struggles with cultural and gender oppression. Within this context of struggle, skill development becomes, in part, a conscious engagement with structural impediments that regards literacy as a means of social insight and action against institutional barriers.…”