《Talking Back at School: Using the Literacy Classroom as a Site for Resistance to the School-to-Prison Pipeline and Recognition of Students Labeled "At-Risk"》

打印
作者
来源
URBAN EDUCATION,Vol.52,Issue10,P.1204-1232
语言
英文
关键字
school-to-prison pipeline; critical literacy; cultural responsiveness; funds of knowledge; language; ACHIEVEMENT GAP; TEACHERS; PEDAGOGY; POWER; KNOWLEDGE; EDUCATION
作者单位
[Martin, Jennifer L.] Univ Mt Union, Educ, 1972 Clark Ave, Alliance, OH 44601 USA. [Beese, Jane A.] Youngstown State Univ, Educ Adm & Leadership, Youngstown, OH 44555 USA. Martin, JL (reprint author), Univ Mt Union, 1972 Clark Ave, Alliance, OH 44601 USA. E-Mail: martinjl@mountunion.edu
摘要
Teaching writing to students of high need in an urban school is simultaneously pedagogical, curricular, and political. Students labeled at-risk for school failure often have lowered expectations placed upon them from without that impact how they feel within. Compounding this problem of perception is the real issue of heightened surveillance on these students, including the disturbing trend of involving the police when students break the rules of the school; in addition, their own history of juvenile incarceration often exacerbates their school failure. This article addresses these issues in an urban context, as well as provides insight into literacy teaching that assists students in the acquisition of knowledge, literacy, and expression.