Literaturnachweis - Detailanzeige
| Autor/in | Masterson, Jessica E. |
|---|---|
| Titel | Submitting, Resisting, and Getting By: Literacy and Ideology in a Remedial Reading Program |
| Quelle | In: International Journal of Qualitative Studies in Education (QSE), 36 (2023) 8, S.1579-1598 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Masterson, Jessica E.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0951-8398 |
| DOI | 10.1080/09518398.2021.1942298 |
| Schlagwörter | Remedial Reading; Reading Programs; Ideology; Social Justice; Literacy; High School Students; Public Education; Equal Education |
| Abstract | Our current political moment has raised critical questions surrounding the efficacy of public education to deliver on its promise of social uplift. This ethnographic case study utilizes Louis Althusser's conception of ideology--which insists that the way to dismantle systemic injustice is first to recognize its imprint on our everyday actions--to examine the material practices of two high school remedial reading classes. Findings indicate the negative impact of an 'autonomous model' (Street, 1984) of literacy on students' own literate activities, as well as their multiple methods of engaging with this literacy ideology. Ultimately, this analysis urges more consideration of the (literacy) ideologies at work in public education today, and suggests that efforts at the curricular level to equalize educational outcomes may be prone to fail if larger ideological questions remain unexplored. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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