ERIC Number: EJ983096
Record Type: Journal
Publication Date: 2012-Nov
Abstractor: As Provided
Models of Power and the Deletion of Participation in a Classroom Literacy Event
Jacobs, Gloria E.
Journal of Research in Reading, v35 n4 p353-371 Nov 2012
This article uses the analytic lens of power relations and models of power to examine how the participation of two students in an urban US eighth-grade English language arts class was symbolically and literally deleted. The researcher asks why do some students fail despite being placed in a technologically rich educational environment that ostensibly draws on best practices? Drawing on data collected during an academic year, the author uses a telling case of a dyad engaged in on-line research and the creation of a PowerPoint presentation to illustrate how the students try to participate and complete the assignment but experience failure. The author raises questions about the context of the students' lives as well as the nature of the classroom instruction and assessment structure. It is argued that further research into the nature of participation is needed to address the lack of student success in urban schools.
Descriptors: Academic Achievement, Educational Environment, Urban Schools, Literacy, Grade 8, English Instruction, Language Arts, Visual Aids, Computer Software, Teaching Methods, Junior High School Students
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 8; Junior High Schools
Authoring Institution: N/A
Identifiers - Location: United States