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ERIC Number: EJ1003156
Record Type: Journal
Publication Date: 2012-Nov
Pages: 7
Abstractor: ERIC
Reference Count: 18
ISBN: N/A
ISSN: ISSN-0013-8274
Reluctantly Recognizing Resistance: An Analysis of Representations of Critical Literacy in "English Journal"
Petrone, Robert; Bullard, Lisa
English Journal, v102 n2 p122-128 Nov 2012
In addition to the successes the author (Robert) experienced as a high school English teacher, he faced many challenges and frustrations, including student motivation and attendance, "helicopter parents," finding time and energy to grade papers, and limited resources. However, as an educator committed to teaching English to help students develop and use literacy not only to appreciate language and literature but also to raise awareness of social issues and affect positive change in the world--or what is often referred to as "critical literacy"--perhaps the most difficult challenge he faced in the classroom was student resistance. Since then, he has become interested in how English educators discuss and represent teaching English for critical literacy, and more specifically, how they represent and discuss student resistance to critical literacy. To explore how English educators represent critical literacy, particularly student resistance to it, the author teamed up with another English educator interested in critical literacy (Lisa), and they analyzed the peer-reviewed articles published over six years (2005-10) in "English Journal." (Contains 3 notes.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A