Challenging the Autonomous Wall: Literacy Work in an Urban High School

Autor/inn/en	Larson, Joanne; Duret, Eleni; Rees, Jennifer; Anderson, Jessica
Titel	Challenging the Autonomous Wall: Literacy Work in an Urban High School
Quelle	In: Journal of Literacy Research, 53 (2021) 2, S.174-195 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Larson, Joanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X211009279
Schlagwörter	High School Students; Urban Schools; Literacy Education; School Closing; Educational Change; Partnerships in Education; College School Cooperation; Urban Education; Ethnography; Secondary School Curriculum; Curriculum Development; School Schedules; Ideology; Accountability; Neoliberalism; Outcomes of Education; New York (Rochester) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School closings; Schließung; Schließung (von Schulen); Bildungsreform; Hochschulpartnerschaft; Stadtteilbezogenes Lernen; Ethnografie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schulzeiteinteilung; Ideologie; Verantwortung; Neo-liberalism; Neoliberalismus; Lernleistung; Schulerfolg
Abstract	This article explores how one urban high school under threat of state closure developed a multifaceted literacy program to transform the teaching and learning of literacy in a novel university/school partnership. Analyses of ethnographic and quantitative school data illustrate how the evolution of the literacy program could be understood as a consequence of generative frictions which produced changes in the program and some indication of changes in understanding of literacy and of students' needs. We weave a story of multiple layers of changed curriculum, scheduling, assessments, and pedagogy to argue that we need to rethink the continuum of autonomous and ideological literacy to focus more on what the intersections of literacy ideologies generate. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01