NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1125014
Record Type: Journal
Publication Date: 2016-Dec
Pages: 28
Abstractor: As Provided
ISSN: ISSN-1086-296X
Missing the "Savoir" for the "Connaissance": Disciplinary and Content Area Literacy as Regimes of Truth
Dunkerly-Bean, Judith; Bean, Thomas William
Journal of Literacy Research, v48 n4 p448-475 Dec 2016
This conceptual review addresses the bifurcation of content area and disciplinary literacy by examining each as regimes of truth. We look specifically at the ways in which both approaches comprise, in Foucault's terms, "regimes of truth" within their respective epistemological domains. Following a brief history of adolescent literacy, extant research is considered. By employing a theoretical framework based on Foucault's notions of "connaissance" referring to a particular corpus of knowledge, and "savoir" or knowledge in general, research and discourse surrounding the current debate over content area literacy and disciplinary literacy are taken up to deconstruct stances within these domains with the aim of a reconstruction that captures the affordances of both. Suggestions for moving the field out of this binary through a collaborative focus on interdisciplinary approaches are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A