scholarly journals Boys, Books and Homophobia: Exploring the practices and policies of masculinities in school

2011 ◽  
Vol 45 (3) ◽  
pp. 351-370 ◽  
Author(s):  
Michael Kehler
Keyword(s):  
School Board ◽  
Literacy Practices ◽  
School Policy ◽  
Literacy Achievement ◽  
Safe School ◽  
Literacy Strategies ◽  
Narrow View ◽  
Policy Shift ◽  
Glbtq Youth ◽  
Achievement Levels

Disturbed by a proliferation of quick-fix literacy strategies to “help the boys” increase achievement levels in the midst of a policy shift that acknowledges gay, lesbian, bi and transgender, questioning (GLBTQ) youth, the author examines how masculinities are connected to literacy practices and negotiated through a safe school policy. He argues that specific literacy strategies recommended in recent support documents for teachers are limiting and restrictive because of a narrow view connecting gender and masculinity to literacy practices that reinscribe heteronormative masculinity in schools. He further argues that strategies to increase literacy achievement levels among boys run contrary to a more embracing school board policy aimed at acknowledging diverse multiple youth identities.

Using Video Games to Improve Literacy Levels of Males

2011 ◽  
pp. 192-206
Author(s):  
Stephenie Hewett
Keyword(s):  
Video Games ◽  
Computer Technology ◽  
Video Game ◽  
Visual Literacy ◽  
Educational Needs ◽  
Literacy Skills ◽  
Male Students ◽  
Literacy Achievement ◽  
New Literacy ◽  
Achievement Levels

This chapter examines the differences in the educational needs of males, the origins of video games, and the issue of the decline in literacy achievement levels of male students worldwide. It promotes the idea that a new literacy which includes computer technology and visual literacy has changed the scope of literacy and that males have succeeded at developing the new literacy skills. The chapter is intended to inform educators of the literacy skills involved in video games, make connections with video game literacy and traditional literacy, and to encourage teachers to integrate video games into their curriculum.

Music Education Meets Critical Literacy: A Framework for Guiding Music Listening

2018 ◽  
Vol 105 (2) ◽  
pp. 43-50 ◽  
Author(s):  
Pamela Beach ◽  
Benjamin Bolden
Keyword(s):  
Music Education ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Learning Experience ◽  
Lesson Plan ◽  
Music Educators ◽  
Music Listening ◽  
Literacy Strategies ◽  
Listening Experience ◽  
Critical Literacy Pedagogy

This article presents an approach to music listening that creates spaces for critical literacy, inviting music educators to consider critical literacy practices when listening and responding to music. We begin with a discussion of critical literacy pedagogy in the context of music education followed by a sample flexible lesson plan that uses critical literacy as a framework to guide a music-listening experience. We then outline research-based critical literacy strategies used to frame the design of the learning experience. Through critical literacy listening, students can learn to recognize explicit and implicit messages presented in musical selections and construct new understandings that allow them to enter into a dialogue with the musical text.

Using Video Games to Improve Literacy Levels of Males

2009 ◽  
pp. 286-299
Author(s):  
Stephenie Hewett
Keyword(s):  
Video Games ◽  
Computer Technology ◽  
Video Game ◽  
Visual Literacy ◽  
Educational Needs ◽  
Literacy Skills ◽  
Male Students ◽  
Literacy Achievement ◽  
New Literacy ◽  
Achievement Levels

This chapter examines the differences in the educational needs of males, the origins of video games, and the issue of the decline in literacy achievement levels of male students worldwide. It promotes the idea that a new literacy which includes computer technology and visual literacy has changed the scope of literacy and that males have succeeded at developing the new literacy skills. The chapter is intended to inform educators of the literacy skills involved in video games, make connections with video game literacy and traditional literacy, and to encourage teachers to integrate video games into their curriculum.

Inhuman hands and missing child: Touching a literacy event in a Finnish primary school

2020 ◽  
Vol 20 (1) ◽  
pp. 44-68 ◽  
Author(s):  
Päivi Jokinen ◽  
Karin Murris
Keyword(s):  
Mobile Phones ◽  
Learning Process ◽  
Literacy Practices ◽  
Visual Images ◽  
Literacy Achievement ◽  
Human Exceptionalism ◽  
Agential Realism ◽  
Metaphysics Of Presence ◽  
Ontological Turn ◽  
Hand Writing

This paper explores an inhuman reading of ‘hands’ with/in visual images of a Finnish literacy lesson. Inspired by Karen Barad’s agential realism and the ontological turn, we disrupt a metaphysics of presence, the temporality of progress and binary logic, to reconfigure the child in literacy practices as a sympoietic phenomenon, always already assembled in human and more-than-human company. We think with/in the concept of ‘touch’ as a method to reconfigure literacies as inhuman. We adopt Tsing’s (2015) art of noticing and present four ‘unruly’ encounters, touching surprising entanglements that e/merge when learning to ‘look around rather than ahead’. We notice entanglements of hand/writing, snow, flows of capitalism, mobile phones and a cardboard representation for our rethinking of literacies without assuming development and progress. Based on our analysis, we propose that moving away from identity, human exceptionalism and judging children on individual literacy achievement according to benchmarks that are external to the learning process itself renders learners capable in literacy practices.

Evaluation of Workplace Literacy Programs: A Profile of Effective Instructional Practices

1997 ◽  
Vol 29 (4) ◽  
pp. 555-585 ◽  
Author(s):  
Larry Mikulecky ◽  
Paul Lloyd
Keyword(s):  
Instructional Practices ◽  
Literacy Practices ◽  
Literacy Programs ◽  
Literacy Practice ◽  
Reading Processes ◽  
Literacy Strategies ◽  
Workplace Literacy ◽  
Effective Program ◽  
Literacy Performance ◽  
The Impact

This study introduces and examines a model for evaluating workplace literacy programs by assessing the impact of workplace literacy instruction in a variety of settings. The model was developed in reaction to the particular assessment difficulties associated with workplace literacy programs to address 2 questions: (a) Are learners in workplace literacy classes able to demonstrate gains between premeasures and postmeasures in areas related to literacy practices? (b) For gains to occur, how much of several instructional practices (e.g., reading/writing practice, use of workplace examples, etc.) do classes need to incorporate? The study focuses on changes in literacy practices, beliefs about personal effectiveness with literacy, reading processes, literacy abilities, and changes in educational plans. Programs were most effective at improving learner literacy performance, literacy strategies and processes, and beliefs and plans related to literacy. Analysis of gains in relation to course characteristics allowed the development of a data-driven profile of thresholds for effective program practices. This profile provides evidence that gains are linked to an environment intense with the literacy practice, some use of workplace reading and writing materials, and providing discussion and feedback.

The (micro)politics of racial neoliberalism

2017 ◽  
Author(s):  
Viviana Pitton
Keyword(s):  
School Board ◽  
Alternative School ◽  
Educational Equity ◽  
Mission Statements ◽  
Temporal Analysis ◽  
School Policy ◽  
Parental Choice ◽  
Policy Environment ◽  
School Mission ◽  
Spatial And Temporal Analysis

This chapter maps the event of the alternative school policy of the Toronto School Board District understood as neoliberalism, and specifically racial neoliberalism. This analysis asserts how power and force operate within educational equity attempts and illustrates the necessary but insufficient attempts at educational equity that rely solely on moral and epistemological, including statistical, arguments. The chapter focuses on the material and ontological aspects of the policy environment affecting the event. The spatial and temporal analysis of this chapter underscores how objects and subjects easily interchange positions depending on the location of the analysis, including how (1) policy ‘activists’ simultaneously are policy ‘subjects’; (2) school mission statements are simultaneously efforts to develop a brand within quasi educational markets; (3) discourses of parental choice are conflated into contradictory discourses of educational entrepreneurialism and equity and, (4) moral statements against racism are erased through pressures to maintain the dominant policies and practices of colourblind (neoliberal) multiculturalism.

scholarly journals Fostering Literacy Practices in Secondary Science and Mathematics Courses: Pre-service Teachers’ Pedagogical Content Knowledge

2014 ◽  
Vol 16 (1) ◽  
pp. 91 ◽  
Author(s):  
Anne Murray Orr ◽  
Jennifer Mitton Kukner ◽  
D.J. Timmons
Keyword(s):  
High School Students ◽  
Literacy Practices ◽  
Content Area Literacy ◽  
Content Area ◽  
School Students ◽  
Pedagogical Content ◽  
Literacy Strategies ◽  
Content Area Teachers ◽  
And Mathematics ◽  
Mathematics And Science

A significant number of high school students struggle to read textbooks and other course materials and to write successfully in content area courses such as mathematics and science (Kane, 2011). This paper investigates how pre-service teacher education can provide a strong literacy foundation for content area teachers. A pilot study, undertaken as part of an ongoing longitudinal study, examines how secondary pre-service teachers plan to infuse their teaching of secondary mathematics and science with literacy practices.  This paper inquires into the perspectives of six mathematics and science pre-service teachers who were interviewed after completing a course in content area literacy. Pre-service teachers emphasized their growing awareness of how literacy strategies can enhance student learning in their specific subject areas.

Secondary Education and Content Literacy in Inclusive Classrooms

2016 ◽  
pp. 678-705
Author(s):  
Nichole Lynnette Smith ◽  
Dawn C. Waegerle
Keyword(s):  
Professional Development ◽  
Focus Group ◽  
Literacy Practices ◽  
Content Literacy ◽  
Focus Group Interviews ◽  
Literacy Strategies ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Group Interviews ◽  
The Impact

The purpose of this research study was to examine the impact on teachers' understanding and use of content literacy strategies at the secondary level. Teachers' perceptions, perspectives, understanding and implementation of content literacy practices were examined over six months to determine study effects. In the voluntary professional development (PD) series, participants completed pre- and post- PD surveys, pre- and post- PD focus group interviews, pre- and post- PD peer and researcher observations, along with online and face-to-face PD sessions. It was expected that the participants' content literacy teaching practices would increase by participating in this multidimensional sustained PD project.

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