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ERIC Number: EJ951913
Record Type: Journal
Publication Date: 2011-Mar
Pages: 27
Abstractor: ERIC
Reference Count: 126
ISSN: ISSN-0091-732X
The Right to Be Literate: Literacy, Education, and the School-to-Prison Pipeline
Winn, Maisha T.; Behizadeh, Nadia
Review of Research in Education, v35 n1 p147-173 Mar 2011
In this article, the authors provide a selective review of both research and policy represented in part by two concepts that have been discussed in educational research--the "right to learn" and the notion of "literacy as a civil right" and how these issues of access and equity are undermined by the school-to-prison pipeline. First, they outline how scholarship, and literacy research in particular, has embraced the ideology of looking at critical literacy and learning as civil rights in an effort to convey the urgency of creating young learners who are equipped for 21st-century ways of knowing. Next, they provide a narrative of the history of the "educational debt" that has contributed to and in some cases propelled inequities by ushering youth from schools to jails and prisons. Finally, they offer researchable and practice-focused issues to consider. Throughout this article, the authors use a sociocritical lens to understand literacy--that is, a lens that underscores "historicizing literacy." They aim to show the relationship between the school-to-prison pipeline and a legacy of leaving particular students behind.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001