Re: [xmca] Artifactual Critical Literacy: A New Perspective for Literacy

[mike cole <lchcmike@gmail.com>]

Very timely, thanks Tony. multi-modality goes viral.
mike

On Thu, Oct 27, 2011 at 10:03 AM, Tony Whitson <twhitson@udel.edu> wrote:

> See the first article in the table of contents below
>
> Tony Whitson
> UD School of Education
> NEWARK  DE  19716
>
> twhitson@udel.edu
> ______________________________**_
>
> "those who fail to reread
>  are obliged to read the same story everywhere"
>                  -- Roland Barthes, S/Z (1970)
>
> ---------- Forwarded message ----------
> Date: Thu, 27 Oct 2011 09:40:59 -0700
> From: Amy Stornaiuolo <amystorn@BERKELEY.EDU>
> Reply-To: "(AERA Division B: Curriculum Studies Forum)"
>    <AERA-B@LISTSERV.AERA.NET>
> To: AERA-B@LISTSERV.AERA.NET
> Subject: Berkeley Review of Education, vol 2, issue 2 just released!
>
> AERA-B: Curriculum Studies Forum
>
> Please check out the newest issue of UC Berkeley's Education journal, the
> Berkeley Review of Education (BRE):
> http://www.**berkeleyreviewofeducation.com/**journal-issues.html<http://www.berkeleyreviewofeducation.com/journal-issues.html>
>
> We are currently accepting manuscripts for future issues:
> http://www.**berkeleyreviewofeducation.com/**call-for-papers.html<http://www.berkeleyreviewofeducation.com/call-for-papers.html>
>
> *Table of contents:*
>
> Artifactual Critical Literacy: A New Perspective for Literacy
> Education<http://escholarship.**org/uc/item/6s0491j5<http://escholarship.org/uc/item/6s0491j5>
> >
> *Kate H*. *Pahl**, Jennifer* *Rowsell*
>
> In this article, we propose a framework for literacy education, called
> artifactual critical
> literacy, which unites a material cultural studies approach together with
> critical literacy
> education. Critical literacy is a field that addresses imbalances of power
> and, in particular,
> pays attention to the voices of those who are less frequently heard. When
> critical literacy
> education is joined with a material cultural studies approach, which holds
> that cultural
> “stuff” (Miller, 2010) matters as a form of expression and also as embedded
> cultural practice,
> literacy practices such as hip hop and vernacular literacies are then given
> more attention
> alongside canonical texts. Stories connected to objects and home experience
> can provide a
> platform and starting point for text-making. Text-making can also be set
> within a framework
> that is multimodal and allows for a much wider concept of meaning making.
> In
> this article we
> combine practical examples with a new theoretical framework that brings
> these traditions
> together.
>
> Is Choice a Panacea? An Analysis of Black Secondary Student Attrition from
> KIPP, Other Private Charters, and Urban
> Districts<http://escholarship.**org/uc/item/0vs9d4fr<http://escholarship.org/uc/item/0vs9d4fr>
> >
> *Julian **Vasquez Heilig**, Amy* *Williams, **Linda McSpadde*n *McNeil*,
> *Christopher* *Lee*
>
> Public concern about pervasive inequalities in traditional public schools,
> combined with
> growing political, parental, and corporate support, has created the
> expectation that charter
> schools are the solution for educating minorities, particularly Black
> youth.
> There is a paucity of
> research on the educational attainment of Black youth in privately operated
> charters, particularly
> on the issue of attrition. This paper finds that on average peer urban
> districts in Texas show lower
> incidence of Black student dropouts and leavers relative to charters. The
> data also show that
> despite the claims that 88-90% of the children attending KIPP charters go
> on
> to college, their
> attrition rate for Black secondary students surpasses that of their peer
> urban districts. And this is
> in spite of KIPP spending 30–60% more per pupil than comparable urban
> districts. The analyses
> also show that the vast majority of privately operated charter districts in
> Texas serve very few
> Black students.
>
> The “West” in Literacy <http://escholarship.org/uc/**item/0cr8c46r<http://escholarship.org/uc/item/0cr8c46r>
> >
> *Usree* *Bhattacharya*
>
> This paper analyzes a construct that, while pervasive, is not often
> questioned or defined in
> literacy studies: the “West.” Through a review of pertinent literature, I
> explore the ways in which
> problematical assumptions have undergirded its unqualified use in literacy
> theory. What is the
> “West,” who is it, in literacy research? I argue against the assumption of
> “unmarkedness” of the
> “West” and some derived terms along three axes: by bringing attention to
> the
> geographicalspatial
> dimension of the construct, through the problematization of the alphabet,
> and by highlighting the
> colonial inheritance of the construct. My analysis explores some
> fundamental
> biases in the notion
> of "West," and invites its reassessment to arrive at a more particular and
> critically rigorous stance
> in literacy scholarship.
>
>
>
>
> --
> Amy Stornaiuolo
> UC Berkeley, Graduate School of Education
> Editor,* Berkeley Review of Education*
> www.berkeleyreviewofeducation.**com<http://www.berkeleyreviewofeducation.com>
> http://escholarship.org/uc/**ucbgse_bre<http://escholarship.org/uc/ucbgse_bre>
> amystorn@berkeley.edu
>
> AERA Division B: Curriculum Studies Forum
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