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Ghosts of No Child Left Behind politically situates curriculum within a historically and critically informed context, to understand the structural forces that have contributed to the creation of a population of adolescents who read below a third grade level. The book then proposes a reconceptualization of literacy curriculum within a critical discourse to facilitate self-actualizing pedagogy for non-reading adolescents - some of whom are incarcerated.
Rooted in a complex understanding of teaching, learning, and knowledge, this book presents information to policymakers, administrators, and educators that is vital to improving literacy instruction, curriculum, and policy. The information presented here can also inform the general public, especially parents, so that they may advocate for an educational infrastructure that promotes empowering literacy development for every student, including non-reading adolescents and younger struggling readers. This book is an unparalleled resource for teacher education courses focusing on literacy, critical pedagogy, policy, bilingual education, special education, and issues in urban education.

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CHOICE Review

In this successful blend of literacy theory and practice, Carris (literacy specialist, New York City) documents how No Child Left Behind and related educational and social policies contribute to the production of nonreading adolescents. She offers an alternative framework for helping nonreading adolescents that is grounded in critical pedagogy and a reconceptualization of educational standards and the proper role of assessment. Throughout, her presentation is both persuasive and inviting; she insists that in order to address illiteracy, social and political inequality must be critically and repeatedly interrogated. Particularly unique and opportune is the manner in which Carris connects the juvenile justice system and special education to various forms of illiteracy. On the basis of this analysis, she offers pedagogy tailored to the specific literacy needs of nonreading adolescents. While in no way does she avoid important educational theories or present them in a simplified, one-dimensional form, Carris aims to inform practice, an aim evidenced through the inclusion of appendixes that provide basic literacy tools to teachers. Also included is a glossary to help readers wade through what is admittedly a jargon-ridden field. While the book is critical for collections serving literacy specials and education generalists, it is accessible to more general audiences. Summing Up: Highly recommended. All readership levels. M. J. Garrison D'Youville College

Notas de autor provistas por Syndetics

Joanne M. Carris is a literacy specialist and educational consultant in New York City. As an educator for over fifteen years, she has worked in alternative high schools, including juvenile detention center schools. In public schools, she has specialized in literacy development with adolescents who are emerging readers. Carris has a PhD in Urban Education from the City University of New York (CUNY) Graduate Center, a MA in Bilingual Special Education from the Bank Street College of Education, and a MA in Philosophy of Education from the CUNY Graduate Center.