Reading With the Mind's Ear: Listening to Text as a Mental Action

Bomer, Randy

doi:10.1598/jaal.49.6.7

Cited by 13 publications

(14 citation statements)

References 8 publications

(11 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Other scholars have highlighted the ways that social action can occur from within traditional classroom spaces (Bomer and Bomer, 2001; Coffey and Fulton, 2018; Jones and Chapman, 2017; Mirra et al , 2015). This might entail a re-conceptualized research paper assignment in which students locate, investigate and critically analyze an issue in their school and/or community (Borsheim and Petrone, 2006) or a broader project in which they are required to use a variety of texts, including social media, to bring awareness to a topic or to articulate their chosen areas of focus.…”

Section: English Language Arts and Social Action Across Contextsmentioning

confidence: 99%

Critical literacies on the university campus

Boyd

Darragh

2019

ETPC

View full text Add to dashboard Cite

Purpose The purpose of this paper is to explore how preservice teachers conceive of and implement social actions on their college campuses related to a chosen social problem developed in a young adult novel and to examine how social action projects develop teacher candidates’ critical literacies. Design/methodology/approach This qualitative exploratory multiple case study (Stake, 2005) investigated 70 pre-service teachers on two college campuses over two semesters as they engaged in social action projects. The researchers engaged in layers of open and thematic coding through the theoretical lens of critical literacies. Findings Preservice teachers engaged in a range of direct and indirect action and, as a result, experienced varying levels of self-efficacy and impact. While most felt their endeavors were successful, those who conducted awareness campaigns noted an inability to measure the effects they had on their communities. Their development of critical literacies through social action was evidenced in the partnerships across campus they established as well as their levels of engagement with peers and local officials. Originality/value While the results of conducting social action with youth in secondary classrooms are well established in the literature, lesser well known are ways to engage preservice teachers in such endeavors. This study illustrates not only how teacher candidates can engage in social action as aligned with young adult literature but also offers insights gained from those processes.

show abstract

Section: English Language Arts and Social Action Across Contextsmentioning

confidence: 99%

Critical literacies on the university campus

Boyd

Darragh

2019

ETPC

View full text Add to dashboard Cite

show abstract

“…Teachers should learn to recognize and embrace multiple discourses, analyze power in relationships, and understand how language can portray particular viewpoints and privileges (Bomer & Bomer, 2001). University instructors can engage preservice and in-service teachers in these critical conversations and help them practice how to take up these concepts in their teaching.…”

Section: Discussionmentioning

confidence: 99%

Conflicting Discourses

Ciechanowski

2012

Journal of Literacy Research

View full text Add to dashboard Cite

This article provides micro analysis of one representative incident from a larger qualitative study to examine how third-grade bilingual students and their teacher negotiated academic disciplinary and popular culture discourses in a social studies unit on Jamestown and Pocahontas. Informed by discourse and linguistic analyses, this study explores the competing dominant and nondominant discourses as they intersected and overlapped in the complex literacy practices in this classroom. Ms. Montclair’s instruction was shaped by the textbook’s approach to social studies and accountability pressures of testing and content coverage. Yet the students drew from everyday popular resources in their thinking, taking up nonacademic discourses to understand content. This research explores the following questions: (a) What are the predominant discourses evident in the official curricular text and teacher’s enactment of it? (b) What are the discourses evident in children’s everyday resources drawn on to make sense of the school text? (c) How do specific linguistic features make possible these discourses and perspectives? Findings demonstrate that students navigated across multiple discourses that were different but represented dominant culture. As discourses intersected in class, participants provided a level of critical analyses but did not deeply take up nondominant perspectives despite their own positioning from linguistically and culturally nondominant backgrounds. By showing the complexity of literate and discursive practice, this article contributes to understandings of how bilingual and English language learner students confront the demands of academic disciplinary language, draw on their own resources to make sense of content, and require explicit instruction on language and social justice.

show abstract

“…There is no hint that people ought to be taught to question the structures that oppress them and others like them systematically (Freire, 1970). We would suggest that a curriculum that addresses class as a significant conceptual lens through which to view people's lives, their society, and the texts they read is essential to the responsible education of all people in a social world divided by class, and it might be especially motivating and liberating to those oppressed by such a system (Bomer & Bomer, 2001;Edelsky, 1999;Fecho & Allen, 2003;Finn, 1999;Hicks, 2002;Macedo, 1994;McLaren, 1989;Shor & Pari, 1999;Swenson, 2003;Yagelski, 2000).…”

Section: Discussionmentioning

confidence: 99%

Miseducating Teachers about the Poor: A Critical Analysis of Ruby Payne's Claims about Poverty

Bomer

Dworin

May

et al. 2008

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

Background/Context This is the first research study to examine the content basis of Payne's in-service teacher education program, A Framework for Understanding Poverty, though others who have reviewed the book have agreed with our analysis. The study took place within a policy context in which the federal government, with the passage of the No Child Left Behind Act (2002), created a new category of students (economically disadvantaged) whose test scores would be monitored by officials in the U. S. Department of Education. This law ensures that the improvement of poor children's test scores becomes a major concern of every public school in the country. These federal requirements have fueled the demand for professional development programs such as that offered by Ruby Payne and her Aha! Process, Inc. Purpose This article reports on an examination of the content of Ruby Payne's professional development offerings, as represented in A Framework for Understanding Poverty. Given the immense popularity of the program, an assessment of its representations of poor people is warranted and significant. We analyzed the relationship between Payne's claims and the existing research about low-income individuals and families. This study of Payne's work provides administrators and teachers with an evaluation of the reliability of Payne's claims. It also provides scholars in education, anthropology, sociology, and related fields with a description and critique of one of the more common conversations that is engaging teachers about the nature of the lives of many of their students, and the struggle to identify directions in which to improve schooling for the most vulnerable students in the education system. Research Design This is a qualitative research study whose data were derived from an analysis of A Framework for Understanding Poverty. Conclusions/Recommendations Our critical analysis of Payne's characterizations of people living in poverty indicates that her work represents a classic example of what has been identified as deficit thinking. We found that her truth claims, offered without any supporting evidence, are contradicted by anthropological, sociological and other research on poverty. We have demonstrated through our analysis that teachers may be misinformed by Payne's claims. As a consequence of low teacher expectations, poor students are more likely to be in lower tracks or lower ability groups and their educational experience more often dominated by rote drill and practice.

show abstract

Reading With the Mind's Ear: Listening to Text as a Mental Action

Cited by 13 publications

References 8 publications

Critical literacies on the university campus

Critical literacies on the university campus

Conflicting Discourses

Miseducating Teachers about the Poor: A Critical Analysis of Ruby Payne's Claims about Poverty

Contact Info

Product

Resources

About