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The Fun of Literature Submitted by daisy on 2010-08-25
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How about our students? Are they heartened by brave and original works? Are they experiencing the deep fun of literature? Questions like those began to guide me as a high school English teacher. My work was for naught, I came to believe, if students left my class with knowledge of canonical literature and literary devices but rarely read a book. I wanted students to read literature the rest of their lives. I wanted them to become eclectic literary hedonists who went to books for vicarious experience, imaginative wondering, emotional catharsis, intellectual satisfaction, knowledge, and understanding—of others, of themselves. That\'s why I read literature.\r\n\r\nEach year I ask my methods students to identify times in their lives when there is a book became \"a signpost, a continuing presence\" in their lives. This has happened to me countless times. After certain reading Tag Heuer Replica Watches(http://www.replica-king.com)  experiences, I saw the world differently, more clearly, more inclusively. My vision widened and deepened. At twelve years old I regularly left rural Ohio to mush a team of sled dogs on the frozen tundra, where I arose each morning in the bitter cold to build a life-sustaining fire and make strong sweet tea. At 19, I squirmed as I read about a son whose father had been slain and whose mother had remarried. For four years I\'d been aggrieved and angry. I, too, wanted revenge, mine on the men who had killed my father when the cars they were drag racing on a public road had collided with his. Reading Hamlet made me acknowledge my feelings. I was righteous, sickened, and frightened.\r\n\r\nEven when the ideas and emotions I encountered in literature were painful or troubling, I found literature comforting, companionable, and bracing. My methods students will soon become purveyors of literature to adolescents. I want them to understand why they themselves value literature. I lead students to explore their significant relationships with literature over the years and eventually to write personal essays in which they render and analyze the experience (Romano, \"Relationships\").\r\n\r\nIf students, all students at every grade level, do not emerge from classrooms having read some books that have swept them away, that have heartened and sobered them with truth, that they have established relationships with, then I say the literature curriculum has failed, and faculty need to examine what they require students to read. Why To Kill a Mockingbird\'? Why Of Mice and Men? Why The Great Gatsby? Do those choices from the vast world of literature make adolescents want to read more? Or are there other critical reasons for them to read such literature? Maybe there are. But we need to ask and not fool ourselves with magical answers. And then Breitling Replica Watches(http://www.genuinekopi.com/breitling-c-104.html)  every English department must ask this: Is there a substantive, accountable, independent reading program in place, a program in which students can choose and be guided to books that are the right match for them developmentally, psychologically, and personally, books with which they might have optimal psychological experiences (Nell)?\r\n\r\n

Article No is 5131 Category is Fiction

Recommendations for the Future of Critical Research Submitted by anitaanita on 2010-08-15
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Critical research can be an important component of the repertoire of teachers and university researchers who want to develop and understand pedagogical practices that lead to excellence and power for all students. When we consider the most pressing problems in our discipline, the tenets of critical research, and the two preceding examples, several recommendations emerge.\r\n\r\nFirst of all, we need much more thorough training in critical research at the preservice teacher education through doctoral levels in schools of education. It is possible now for teachers to become certified without ever having to take courses on research methodologies or having to learn much at all about how to collect and analyze data that emerge from their classrooms. Critical research can become an important facet of teacher learning inside of teacher education courses; that is, teachers can learn about their own practice as they also learn how to become better researchers of classroom practice. By the same token, our doctoral students Dolce Gabbana(http://www.dolcegabbana4sale.com)  have few spaces inside of their language and literacy course work where they learn how to conduct the kind of research that has been described in this article. Although we need courses at each of these levels that are aimed at the specific needs of preservice teachers, Masters students (some of whom may be practicing teachers), and doctoral candidates, it is also possible to imagine how graduate schools of education might create spaces for these populations to come together to learn more about the applications of critical research methodologies to literacy education. For example, it is possible to create research seminars that allow students to explore specific research questions in specific classroom contexts. Perhaps doctoral students can work closely with preservice and practicing teachers inside of a classroom as they enhance their teacher-researcher identities while developing innovative curricula and figuring out the most appropriate ways to document the learning and the challenges that accompany these particular classroom practices. Although learning doesn\'t have to be standardized, it would be helpful to begin developing a consensus around appropriate and powerful ways to convey literacy learning in English classrooms. How can teachers best do this? How do critical educators work within oppressive conditions that constrain what it is they teach and how they are to teach? How can university researchers better contribute to the classrooms where they are working while also informing the field? How do university researchers balance these dual responsibilities while also trying to communicate effectively to their colleagues via scholarly journals and books and, at the same time, seek additional outlets and audiences for their work?\r\n\r\nA second recommendation concerns developing mechanisms for distribution and enhancement of critical research in literacy education. At present we do have journals and conferences where research can be shared, but the nature of the research presented varies widely and we rarely hold extended conversations concerning what makes critical research critical, or what constitutes exemplary critical research. As a field we can insist that as our journals make more space for critical work that they also push contributors to refine and improve their explanations of their research methodology and their rationale for the claims that they make about the Discount D&G Jewelry(http://www.dolcegabbanadesign.com)  connection between interventions and outcomes. Our journals can also open up spaces that allow teachers and university faculty to hold discussions about how we come to know what we know in the areas of critical research and powerful literacy education even as we push ourselves to get better at what we do. As a field of educators and researchers, working together to create the research skill sets and the mechanisms for distribution that contribute to more dynamic and accessible spaces for exchange among teachers, students, and university researchers gives us the best chance of capturing and theorizing the life in literacy classrooms that we know can and should exist for all of our students.\r\n\r\n

Article No is 4678 Category is Fiction

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