A Postmodern Literacy Policy Analysis

ISBN-13: 9780820445618 / Angielski / Miękka / 2001 / 232 str.

Opis

This book traces the development of four literacy discourses over twenty-five years: human capital, cultural, critical, and feminist literacy. By analyzing four federal educational policies and their specific references to literacy, language instruction, and key signifiers of the kinds of literacy prescribed for teachers and students, Mary Frances Agnello describes how the discourses of human capital and cultural literacy have been and remain predominant over the lesser well-known discourses of critical and feminist literacy. Tracing the proliferations and transformations in the meanings of literacy, Agnello looks to trends generated by the last wave of educational reform. She employs a vehicle of literacy policy analysis to locate where power is exercised to both define and develop literacy in the citizenry at large. As teachers and students question their positions with respect to these policies, they can become more self-directed promoters of democratic classroom literacy practices.

Recenzje

"This book provides a very insightful and useful analysis of four major literacy discourses of our times. Drawing deftly on Foucault's methodological conception of archeological geneology, Mary Frances Agnello reveals with care and detail how the discourses of human capital literacy, cultural literacy, critical literacy, and feminist literacy proliferated and were transformed between 1968 and 2000. Educators will learn much from reading Agnello's work thoughtfully." (Colin Lankshear, Universidad Nacional Autónoma de México)
"This is an innovative study that looks at literacy through the lens of postmodern theory, particularly that of Michel Foucault, Paulo Freire, and a number of recent feminist critics. Mary Frances Agnello demonstrates how teachers can make a difference in classrooms with the manner in which they allow students to develop their literacy. Her book is an eloquent appeal to develop literacy strategies independent of dominant discourses of cultural literacy." (Robert Boenig, Professor of English, Texas A&M University)

O autorze

The Author: Mary Frances Agnello studied foreign language education majoring in French at The University of Texas in Austin. After several years of secondary school teaching, she pursued a masters and a doctorate at Texas A&M University, focusing on the foundations of education and language, literacy, and culture. She currently teaches at The University of Texas at San Antonio where she researches literacy policy and teacher education issues.