Questioning the underlying assumptions of practices in literacy education

Peterson, Shelley Stagg; Bainbridge, Joyce

doi:10.20360/g2601q

Cited by 2 publications

(1 citation statement)

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“…In Canada, there are no research studies to our knowledge that focus on English teachers' selection of literary works for the high school classroom. Peterson and Bainbridge (2002) conducted a qualitative study that examined elementary school teachers' choices and their criteria for selecting Canadian literature for their students. They comment upon "the consistency and strength of teachers' unquestioned adherence to conventional practice" while also observing that literature selection decisions "shape students' identities as readers and writers, emphasizing particular ways of being and thinking over others" (p. 1).…”

Section: Literature Reviewmentioning

confidence: 99%

Literacy Text Selections in Secondary School Classrooms: Exploring the Practices of English Teachers as Agents of Change

Holloway

Greig²

2011

Brock Education Journal

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The purpose of this paper is to examine how Ontario secondary school English teachers make choices about which literature to teach in their courses. This will be done in order to more deeply understand why many secondary school teachers may or may not encourage students to read contemporary, social issue texts. This paper uses a critical sociology of schooling theoretical perspective to critique the study's findings. We examine the relation between policies and practice, the issue of resources and structural barriers, and how decisions are made around literary text choices. Some themes that emerged out of the interviews focus on a range of views expressed about personal agency, literary canons, gender, sexual orientation, and racism as central issues that shape text selection. We conclude by arguing for the need for policy to support individual teachers to take risks in their professional ability to select and teach contemporary social issues texts to high school students in all disciplines.

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Section: Literature Reviewmentioning

confidence: 99%