[xmca] Artifactual Critical Literacy: A New Perspective for Literacy

[Tony Whitson <twhitson@UDel.Edu>]

See the first article in the table of contents below

Tony Whitson
UD School of Education
NEWARK  DE  19716

twhitson@udel.edu
_______________________________

"those who fail to reread
 are obliged to read the same story everywhere"
                  -- Roland Barthes, S/Z (1970)

---------- Forwarded message ----------
Date: Thu, 27 Oct 2011 09:40:59 -0700
From: Amy Stornaiuolo <amystorn@BERKELEY.EDU>
Reply-To: "(AERA Division B: Curriculum Studies Forum)"
    <AERA-B@LISTSERV.AERA.NET>
To: AERA-B@LISTSERV.AERA.NET
Subject: Berkeley Review of Education, vol 2, issue 2 just released!

AERA-B: Curriculum Studies Forum

Please check out the newest issue of UC Berkeley's Education journal, the
Berkeley Review of Education (BRE):
http://www.berkeleyreviewofeducation.com/journal-issues.html

We are currently accepting manuscripts for future issues:
http://www.berkeleyreviewofeducation.com/call-for-papers.html

*Table of contents:*

Artifactual Critical Literacy: A New Perspective for Literacy
Education<http://escholarship.org/uc/item/6s0491j5>
*Kate H*. *Pahl**, Jennifer* *Rowsell*

In this article, we propose a framework for literacy education, called
artifactual critical
literacy, which unites a material cultural studies approach together with
critical literacy
education. Critical literacy is a field that addresses imbalances of power
and, in particular,
pays attention to the voices of those who are less frequently heard. When
critical literacy
education is joined with a material cultural studies approach, which holds
that cultural
?stuff? (Miller, 2010) matters as a form of expression and also as embedded
cultural practice,
literacy practices such as hip hop and vernacular literacies are then given
more attention
alongside canonical texts. Stories connected to objects and home experience
can provide a
platform and starting point for text-making. Text-making can also be set
within a framework
that is multimodal and allows for a much wider concept of meaning making. In
this article we
combine practical examples with a new theoretical framework that brings
these traditions
together.

Is Choice a Panacea? An Analysis of Black Secondary Student Attrition from
KIPP, Other Private Charters, and Urban
Districts<http://escholarship.org/uc/item/0vs9d4fr>
*Julian **Vasquez Heilig**, Amy* *Williams, **Linda McSpadde*n *McNeil*,
*Christopher* *Lee*

Public concern about pervasive inequalities in traditional public schools,
combined with
growing political, parental, and corporate support, has created the
expectation that charter
schools are the solution for educating minorities, particularly Black youth.
There is a paucity of
research on the educational attainment of Black youth in privately operated
charters, particularly
on the issue of attrition. This paper finds that on average peer urban
districts in Texas show lower
incidence of Black student dropouts and leavers relative to charters. The
data also show that
despite the claims that 88-90% of the children attending KIPP charters go on
to college, their
attrition rate for Black secondary students surpasses that of their peer
urban districts. And this is
in spite of KIPP spending 30?60% more per pupil than comparable urban
districts. The analyses
also show that the vast majority of privately operated charter districts in
Texas serve very few
Black students.

The ?West? in Literacy <http://escholarship.org/uc/item/0cr8c46r>
*Usree* *Bhattacharya*

This paper analyzes a construct that, while pervasive, is not often
questioned or defined in
literacy studies: the ?West.? Through a review of pertinent literature, I
explore the ways in which
problematical assumptions have undergirded its unqualified use in literacy
theory. What is the
?West,? who is it, in literacy research? I argue against the assumption of
?unmarkedness? of the
?West? and some derived terms along three axes: by bringing attention to the
geographicalspatial
dimension of the construct, through the problematization of the alphabet,
and by highlighting the
colonial inheritance of the construct. My analysis explores some fundamental
biases in the notion
of "West," and invites its reassessment to arrive at a more particular and
critically rigorous stance
in literacy scholarship.




--
Amy Stornaiuolo
UC Berkeley, Graduate School of Education
Editor,* Berkeley Review of Education*
www.berkeleyreviewofeducation.com
http://escholarship.org/uc/ucbgse_bre
amystorn@berkeley.edu

AERA Division B: Curriculum Studies Forum
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