Politics of Whole Language

Dudley‐Marling, Curt; Fine, Esther Sokolov

doi:10.1080/1057356970130304

Cited by 3 publications

(1 citation statement)

References 15 publications

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“…(2/10, p. 16) Many teacher-led and student-led groups might have stopped here. Children for whom reading is difficult are rarely given opportunities to explore personal and social connections to complex texts, because the focus often remains on their decoding or factual comprehension (Dudley-Marling & Fine, 1997;Dugan, 1997). However, the group persisted, and moved into a deeply personal enactment of Taylor's work that was both powerful and dangerous.…”

Section: Act 1: Understanding Characters and Specific Actionsmentioning

confidence: 99%

Connecting, Resisting, and Searching for Safer Places: Students Respond to Mildred Taylor's the Friendship

Möller¹,

Allen²

2000

Journal of Literacy Research

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GEORGIAWe analyze the discussion that developed when four fifth-grade girls, three African American and one Hispanic, and Karla Möller, a European American, transacted with Mildred Taylor's The Friendship (1987). Framing our analysis within the intersection of readerresponse theory and sociocultural and critical theories of literacy learning, we show how participants' responses to Taylor's text and adult and peer guidance helped to create a response development zone that allowed for a dialectic of connecting with and resisting the evocation. The girls, all struggling readers, used reading, writing, and discussion to address comprehension difficulties and construct multiple levels of meaning. They became increasingly aware of historical racism and connected that knowledge to events from their own experience, including encounters with the Klan and memories of a relative's murder. We present the group's discussion as a metaphorical play and the girls as spectators who become actors as they engaged in this "theater of discourse" (Boal, 1985).

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Section: Act 1: Understanding Characters and Specific Actionsmentioning

confidence: 99%

Connecting, Resisting, and Searching for Safer Places: Students Respond to Mildred Taylor's the Friendship

Möller¹,

Allen²

2000

Journal of Literacy Research

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A Review and Analysis of Constructivism for School-Based Practice

Green

Gredler

2002

School Psychology Review

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Is Political Education an Oxymoron? Hannah Arendt’s Resistance to Public Spaces in Schools

Schutz

2001

pesf

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Hannah Arendt's model of "public space" probably entered the mainstream of educational theory with Maxine Greene's Presidential speech, "Public Education and the Public Space," at the 1982 American Educational Research Association convention. 1 Although Greene did not then or in her other works on the public draw only from Arendt's work, the particular version of the public that she developed is especially indebted to Arendt. 2 As perhaps education's best known living philosopher, Greene's conceptualization of public spaces (explicitly or implicitly) has informed a range of scholarly projects. 3 And while Arendt's work has only recently had a more direct impact on education, 4 outside of education it has become increasingly popular, generating "an academic cottage industry in Arendt studies." 5 Because in the past, figures who have risen to prominence elsewhere have often become important later on in education, interest in Arendt's work will probably continue to grow in the field.

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Politics of Whole Language

Cited by 3 publications

References 15 publications

Connecting, Resisting, and Searching for Safer Places: Students Respond to Mildred Taylor's the Friendship

Connecting, Resisting, and Searching for Safer Places: Students Respond to Mildred Taylor's the Friendship

A Review and Analysis of Constructivism for School-Based Practice

Is Political Education an Oxymoron? Hannah Arendt’s Resistance to Public Spaces in Schools

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