Reconceptualizing Curriculum, Literacy, and Learning for School-Age Mothers offers a portrait of classroom literacy practices and learning opportunities that are provided for school-age mothers in two different schools. Through a series of case studies of school sites, teachers, and students, this book presents evidence of how these at-risk students use literacy in complex ways in the classroom and in their everyday lives. Attuned to the struggle for school-age mothers’ access to meaningful and challenging curriculum in public schools, as well as to the relative dearth of scholarly research on the topic, this volume demonstrates how educators can rethink the issue of schooling for this population of students.
Table of Contents
Foreword by David Schaafsma
Introduction: The Education of School-age Mothers in the United States
- Public Noise around School-Age Motherhood
- Curriculum, Literacy and Learning for School-Age Mothers
- Reading with Their Bodies: Motherhood as a Reader Stance
- Rhetoric of the Future: Writing as a Site for Identity-Making
- More Than Mothers: Classroom Talk and the Negotiation of Relationships
- Schooling School-Age Mothers: Motherhood as a Curricular Theme
- A New Vision for the Education of School-Age Mothers
Heidi L. Hallman is a Professor of Curriculum and Teaching at the University of Kansas, USA.
Abigail P. Kindelsperger received a Ph.D. in Curriculum & Instruction (2016) from the University of Illinois at Chicago, USA.