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Presents a comprehensive study guide to help teachers deal with impact of poverty on elementary education, and draws upon the findings of her five-year study of eight girls from poorer backgrounds.
Young women’s identities are an issue of public and academic interest across a number of western nations at the present time. This book explores how young women attending an elite school for girls understand and construct ‘empowerment’. It investigates the extent to which, and the ways in which, their constructions of empowerment and identity work to overturn, or resist, key regulations and normative expectations for girls in post-feminist, hyper-sexualised cultural contexts. The book provides a succinct overview of feminist theorisations of normative femininities in young women’s lives in western cultural contexts. It includes familiar sexist discourses such as sexual double standards, as well as more recent commentary about the regulation of young women’s subjectivities in neoliberal, post-feminist, hyper-sexualised cultures. Drawing on ethnographic research in the context of an elite girls’ secondary school, the author explores how empowerment for young women is constructed and understood across a range of textual practices. From visual representations of young women in school promotional material, to students’ constructions of popular celebrities, the question of how girls’ resistance to normative femininities begins to develop is examined. This rich empirical work makes a unique contribution to the study of elite schooling within the sociology of education, drawing on important insights from the field of critical girlhood studies, and posing a challenge to popular feminist notions about media literacy, young women and empowerment. It will be of interest to scholars and postgraduates in the areas of gender studies, sociology, education, youth studies and cultural studies.
"Through thoughtful analysis of girls' historical literacy experiences, their contemporary reading and writing lives, and trends in young adult literature, this book sheds new light on how teachers can better understand and create classroom experiences that make girls visible both to themselves and to others.Historically, the status of girls has evoked much less research than that of boys. Recently emerging scholastic and strategic study concerning the vulnerability of girls is adding a vital missing component to this continually emerging discourse. Looking at many aspects of girls' gendered lives, this text considers the specific perspectives of the social and cultural constructions that script gender, particularly as applies to girls in our classrooms. Prominent scholars in their respective fields examine the myriad forces that shape the lives of American girls, from the earliest didactic records of manuals and books of conduct to current artifacts of contemporary culture. By investigating both the scholarly literature on girls as well as well as the primary sources of a material culture, the authors seek to unravel how adolescent girls learn and seek to compose identities. By closely examining girls' practices, in which are embedded issues of class, race, ethnicity, immigrant status, and sexuality, the text considers some of the values, structures, and trajectories that have come to define teenage girlhood. Its distinctive contribution is to unpack some of the assumptions of girls in English classrooms and to critically examine their experiences as they try to fit preconceived norms while forming their own personhood"-- Provided by publisher.
Reading Girls captures the voices and literacy experiences of a diverse group of urban adolescent girls. The author—an experienced researcher and middle school teacher—intertwines investigations of multiple literacies, technologies, race, class, gender, sexuality, and gender expression to provide a provocative look at what helps and what hurts adolescent girls in school. Through engaging case studies, we see how traditional schooling fails to make room for crucial life topics, such as grappling with sexual or racial identity, understanding gang culture, or coming of age in urban America. Each chapter concludes with concrete strategies for improving both in- and out-of-school practices to better serve young girls, especially marginalized students.
The International Handbook of Research in Children's Literacy, Learning and Culture presents an authoritative distillation of current global knowledge related to the field of primary years literacy studies. Features chapters that conceptualize, interpret, and synthesize relevant research Critically reviews past and current research in order to influence future directions in the field of literacy Offers literacy scholars an international perspective that recognizes and anticipates increasing diversity in literacy practices and cultures
An exploration of the fascinating and controversial history of girls' education in America from the colonial era to the computer age. Girls and Literacy in America offers a tour of opportunities, obstacles, and achievements in girls' education from the limited possibilities of colonial days to the wide-open potential of the Internet generation. Six essays, written by historians and focused on particular historical periods, examine the extensive range of girls' literacies in both educational and extracurricular settings. Girls from various ethnic and racial backgrounds, social classes, religions, and geographic areas of the nation are included. A host of primary documents, including such items as an 18th century hornbook to excerpts from girls' "conversations" in Internet chat rooms allow readers an opportunity to evaluate for themselves some of the materials mentioned in the volume's opening essays. And finally, an extensive bibliography will be invaluable to students expected to conduct more extensive primary research.
Young women’s identities are an issue of public and academic interest across a number of western nations at the present time. This book explores how young women attending an elite school for girls understand and construct ‘empowerment’. It investigates the extent to which, and the ways in which, their constructions of empowerment and identity work to overturn, or resist, key regulations and normative expectations for girls in post-feminist, hyper-sexualised cultural contexts. The book provides a succinct overview of feminist theorisations of normative femininities in young women’s lives in western cultural contexts. It includes familiar sexist discourses such as sexual double standards, as well as more recent commentary about the regulation of young women’s subjectivities in neoliberal, post-feminist, hyper-sexualised cultures. Drawing on ethnographic research in the context of an elite girls’ secondary school, the author explores how empowerment for young women is constructed and understood across a range of textual practices. From visual representations of young women in school promotional material, to students’ constructions of popular celebrities, the question of how girls’ resistance to normative femininities begins to develop is examined. This rich empirical work makes a unique contribution to the study of elite schooling within the sociology of education, drawing on important insights from the field of critical girlhood studies, and posing a challenge to popular feminist notions about media literacy, young women and empowerment. It will be of interest to scholars and postgraduates in the areas of gender studies, sociology, education, youth studies and cultural studies.
The essays, research studies, and pedagogical examples in this book provide a window into the embodied dimensions of literacy and a toolbox for interpreting, building on, and inquiring into the range of ways people communicate and express themselves as literate beings. The contributors investigate and reflect on the complexities of embodied literacies, honoring literacy learners and teachers as they holistically engage with texts in complex sociopolitical, historical, and cultural contexts. Considering these issues within a multiplicity of education spaces and literacy events inside and outside of institutional contexts, the book offers a fresh lens and rhetoric with which to address literacy education policies, giving readers a discursive repertoire necessary to develop and defend responsive curricula within an increasingly high-stakes, standardized schooling climate.
This book offers ideas that secondary teachers, university content faculty, and teacher educators can use to challenge traditional literacy practices and demonstrate creative, innovative ways of incorporating new literacies into the classroom, all within a strong theoretical framework. Teachers are trying to catch up to the new challenges of the twenty-first century. It is a superheroic feat that must be achieved if education is to stay relevant and viable. There is a lot of zip, bam, whap, and wow in the fast-paced, social networking, technological world, but not so much in the often laboriously slow-paced educational world. Where is the balance? How do teachers and students learn together, since one group has seasoned wisdom with limited technological know-how and the other uses all the cool new tools, but not in the service of learning? These are some important issues to consider in finding the balance in an unstable, fast-moving, ever-changing world. This book is practical and useful to literacy teachers, teacher educators, and university faculty by bringing together the expertise of composition/rhetoric researchers and writers, literacy specialists, technology specialists, and teachers who are on the cutting edge of new literacies.
Because high-level comprehension cannot be divorced from wide-ranging texts To be literate is to think through multiple perspectives, exploring diverse texts, and using the power of story to give students the life skills to discuss just about anything with critical curiosity. Critical Comprehension transforms this vital work into an accessible, three-step lesson process. Using picture books, multimodal texts, and thoughtfully framed questions, each differentiated lesson expands students’ understanding of a text through: First read: the "movie read", during which the text is read without interruption Second read: The teacher poses questions that probe deeper meanings through interaction with the text to summarize, name and highlight issues, analyze and infer, to make more informed decisions about what to believe and what to question. Third read: Harnessing students’ curiosities, the class revisits the text to talk back to theme, symbols, central idea, or social, cultural, historical influences at work on author and audience Popular media, classic novels, breaking news — the world’s content is ready for students to absorb. But are we ready to help them read it well? Equipped with this resource, the answer is, Yes, we are.