Acts of Resistance : Subversive Teaching in the English Language Arts Classroom /

In 1969, Neil Postman and Charles Weingartner published Teaching as a Subversive Activity. Subversive teaching today, however, looks very different than it did in 1969. Teachers today must deliver their instruction in an era of formidable challenges related to curriculum, educational policy, and cul...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Dyches, Jeanne (Editor ), Sams, Brandon (Editor ), Boyd, Ashley S. (Ashley Summer), 1982- (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Gorham, ME : Myers Education Press, [2020]
Temas:
English language > Study and teaching.
Critical pedagogy.
Anglais (Langue) > Étude et enseignement.
Pédagogie critique.
Critical pedagogy
English language > Study and teaching
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Cover
  • Half-Title
  • Title
  • Copyright
  • Contents
  • Preface
  • Introduction: What Is Subversive Disciplinary Literacy? (Jeanne Dyches, Brandon Sams, and Ashley S. Boyd)
  • Chapter 1: Black Words Matter: Bending Literary Close Reading Toward Justice (Scott Storm)
  • Chapter 2: Arguing for Empathy: Subverting the Teaching of Argumentation (Crystal Sogar and Melanie Shoffner)
  • Chapter 3: "Well, I Took It There": Subversive Teaching to (Disrupt) the Test (Leah Panther and Selena Hughes)
  • Chapter 4: Inquiry Ignites! Pushing Back Against Traditional Literacy Instruction (Jill Stedronsky and Kristen Hawley Turner)
  • Chapter 5: "Climb Into Their Skin": Whiteness and the Subversion of Perspective (Anna Mae Tempus and Carey Applegate)
  • Chapter 6: Amplifying Teacher Voices Through Instagram: Subversive Teaching Meets the 21st Century (Michelle M. Falter and Megan DuVarney Forbes)
  • Chapter 7: Making a "Safe" and Subversive Space for Students' Lives Through Open Mic (Caroline T. Clark and Jill M. Williams)
  • Chapter 8: The Responsible Change Project: Subverting the Standardized English Language Arts Curriculum (Heather Coffey and Steve Fulton)
  • Chapter 9: Disability as Pedagogy: Vulnerability as a Social Justice Tool (Katie Roquemore)
  • Chapter 10: Gender Bending the Curriculum: Queer Approaches to Teaching Shakespeare in High School (Ryan Burns and Janine Boiselle)
  • Chapter 11: Interrupting "Single Stories": Using Socially Just Media Texts to Teach Rhetorical Analysis (Lori Garcia and Michael Manderino)
  • Chapter 12: Can We Talk?: Promoting Anti-Oppressive Futures for Girls of Color Through a Social Justice Enrichment Program (Dorothy E. Hines, Jemimah Young, Rossina Zamora Liu, and Diana Wandix-White)
  • Chapter 13: Subverting Curricula and Assessment Design by Using Culturally Responsive Teaching Practices: My Culturally Responsive World Literature Course (Kristen R. Strom)
  • Chapter 14: "Why Can't They Test Us on This?" A Framework for Transforming Intensive Reading Instruction (Amanda Lacy and Angela M. Kohnen)
  • Chapter 15: Reading The Odyssey Today: Subversive Outsiders, Stances, and Journeys (April Zongker McNary and R. Joseph Rodríguez)
  • Chapter 16: Revolutionizing the Canon: Repositioning Texts During Politically Tumultuous Times (Katie Aquino and Gena Khodos)
  • Chapter 17: The Case of Courtenay: Subversive Resistance in English Teacher Evaluation (Meghan A. Kessler and Angela L. Masters)
  • About the Authors
  • Index

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