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ERIC Number: EJ782450
Record Type: Journal
Publication Date: 2007
Pages: 44
Abstractor: ERIC
Reference Count: 150
ISSN: ISSN-0091-732X
Chapter 1: Developing Socially Just Subject-Matter Instruction--A Review of the Literature on Disciplinary Literacy Teaching
Moje, Elizabeth Birr
Review of Research in Education, v31 n1 p1-44 2007
Teaching in socially just ways and in ways that produce social justice requires the recognition that learners need access to the knowledge deemed valuable by the content domains, even as the knowledge they bring to their learning must not only be recognized but valued. In this review, the author revisits that notion of teaching as the fusion of the intellectual and the moral. First, she briefly defines what she means by socially just pedagogy, contrasting it with the idea of pedagogy for social justice. She then lays out the range of thinking on socially just subject-matter instruction, including some perspectives that claim to focus on literacy within the disciplines. She distinguishes these perspectives from each other, focusing on perspectives that revolve around language and texts within disciplinary instruction (i.e., what she is labeling disciplinary literacy theory) because these language and text-based disciplinary perspectives offer potential for developing socially just subject-matter instruction. What's more, these perspectives offer potential for subject-matter instruction that produces social justice. Within the area of disciplinary literacy, however, one also finds a range of perspectives, highlighting the different disciplinary traditions, theoretical stances, and research foci that undergird current work on disciplinary literacy pedagogy. The author presents both theory and research related to four types of disciplinary literacy pedagogy. For each type, she offers a broad scan of the disciplinary traditions and theoretical stances of those who write about disciplinary literacy from that particular framework and presents a brief synopsis of findings in relation to any empirical research conducted from that particular approach to disciplinary literacy teaching. In addition, she provides details of two to three studies for each area that serve as exemplars of the work currently being done in that area. She then raises questions about what those stancesmight mean for the development of socially just subject-matter pedagogy. (Contains 1 note.)
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Publication Type: Information Analyses; Journal Articles
Education Level: Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A