Readings for Course
I thought it might be useful to include some of the readings that we interrogated in our course. They include:
Alim, H. S. (2011). Global Ill-Literacies Hip Hop Cultures, Youth Identities, and the Politics of Literacy. Review of Research in Education, 35(1), 120-146.
Appleman, D. (2000). Critical encounters in high school English: Teaching literary theory to adolescents. New York: Teachers College Press.
Christensen, L. (2009). Teaching for joy and justice: Re-imagining the language arts classroom. Rethinking Schools.
Ferrance, E. (2000). Action research. Providence, RI: Brown University: Northeast and Islands
Regional Educational Laboratory
Freire, P. (2008). Teachers as cultural workers Letters to those who dare teach. Handbook of Research on Teacher Education: Enduring Questions and Changing Contexts, 208.
Freire, P. (1993). Pedagogy of the Oppressed. 1970. Reprint, New York: Continuum.
Garcia, A. (2012). “Like Reading” and Literacy Challenges in a Digital Age. English Journal,
Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Greenwood Publishing Group.
Gutierrez, K. D., Baquedano‐López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), 286-303.
Milner, J. O. B., Milner, L. F. M., & Mitchell, J. F. (1999). Bridging english. Merrill.
Morrell, E., & Duncan-Andrade, J. (2005). Popular culture and critical media pedagogy in secondary literacy classrooms. International Journal of Learning,12, 273-280.
Paris, D. (2012). Culturally Sustaining Pedagogy A Needed Change in Stance, Terminology, and Practice. Educational Researcher, 41(3), 93-97.
Vinz, R. (2008). If we Could, Only, What. In S. Miller (Ed.), Narratives of social justice
teaching: how English teachers negotiate theory and practice between preservice and inservice
spaces (Vol. 332, pp. Foreword): Peter Lang Pub Incorporated.
Yosso *, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ehnicity and Education, 8(1), 69-91.