1st Edition

Reform and Literacy Education History, Effects, and Advocacy

Edited By Sarah Hochstetler Copyright 2019
    266 Pages
    by Routledge

    266 Pages
    by Routledge

    A critical resource for literacy educators and graduate students, this volume investigates key moments in the development of literacy education and provides a much-needed overview of where, when, and how efforts to shape education influence literacy teaching, as well as what literacy educators can do to advocate for themselves, their students, and the profession. Organized around three themes—history, effects, and advocacy—this volume offers a nuanced exploration of the complex issues surrounding literacy education, and suggests coherent approaches to evaluating and understanding the various policies and reform efforts, and their impacts on literacy teaching and learning. Chapter authors draw on a variety of research– and practice-based perspectives to explore the impact of reform on literacy and literacy education, and examine the evolution of literacy education, providing much-needed historical context for shifts in policies and models in the field.

    Part I: History

    1. An Argument for Practice-Based Evidence in Reading Education, Patrick Shannon

    2. The National Writing Project: The Heart and Soul of a Reform that Works, Sheridan Blau

    3. Fiction or Reality?: The Reciprocity of School Film Literacy Representations and Educational Policy, 1955-2017, Christian Z. Goering, Shelbie Witte, and Seth D. French

    4. Limiting EL Students to a Monolingual Education: A Movement of Failure, Ashley N. Gerhardson

    Part II: Effects

    5. How Close is Too Close? The Ethics of Reading and Neoliberal Education Reform, Brandon L. Sams

    6. The Effects of High-Stakes Testing: A Narrowing of Student Writing, Allison Escher and Anthony Petrosky

    7. The Impact of Portfolio Based Performance Assessments on the Development of Preservice Literacy Teacher Reflection, Christine D. Gaul and Kelly R. Simon

    8. The "Real World" of Schooling: The Market as Ethic in Education Practice and Policy, Joaquin Muñoz

    Part III: Advocacy

    9. "Tell Them I Can Do This Test in Spanish": Re-envisioning Literacy Assessment Practices for Young Bilingual Learners, Leanne M. Evans

    10. Teacher as Advocate for Social Justice: Integrating Advocacy into the Theory and Pedagogy of Literacy Education, Faryl Kander and Mary F. Roe

    11. "You Can’t Just Wave a Flag in This Place": Using Social Justice Literacies for Reform, Brittany Richer

    12. Preservice Teacher Inquiry into Histories of Education Reform and Advocacy in Clinical Sites, Sarah Hochstetler

    13. Finding the "Brave Spaces": Reclaiming Teacher Professionalism, Cathy Fleischer



    Sarah Hochstetler is Associate Professor of English at Illinois State University, USA.

    "Hochstetler and the impressive team of literacy educators she assembled use multiple, resonant perspectives to unpack the history, critique the effects, and suggest ways of moving forward. We who teach or who educate teachers need a book like this to better position the being, doing, and becoming of literacy education."

    —Bob Fecho, Columbia University, USA

    "Hochstetler has compiled a volume that is current and thought-provoking. Not only does this book discuss the history of reforms in literacy education and the effect on students and teachers, but more importantly, it also offers tools for initiating transformation in response to these reforms. A powerful work in helping to shape teachers as emerging change agents."

    —Amy Hsu, SUNY College at Old Westbury, USA

    "This edited volume is an important contribution for understanding the climate of school-based literacy instruction and learning. It offers a proactive look at how teachers today can and are advocating for the needs of their students, their profession, and themselves. It is a timely volume that builds on a foundation of teacher voice and expertise in paving the path for literacy education for the future."

    —Antero Garcia, Stanford University, USA