Fall 2014 Reading List – Fire Ideas

The semester is winding down, and I’m in the middle of Parker Palmer’s The Courage to Teach. Palmer has reminded me to think back to the mentors that have called me up, lifted me, and acquainted me with who I could become. At the same time, I feel the need to begin reflecting on a paradigm-destabilizing semester. Below you will see the list of books and articles I have slogged through/survived/ingested/smashed/drunk in the past 3 or so months–be impressed, horrified, or disappointed. Who has time and interest enough to read this stuff? It’s becoming clear: a PhD buys time to read, think, and write. Seriously though, I get to read stuff that has (or could have) changed history. You can too–and you probably do. These authors bring the heat and are nearly as tall as my mentors, in fact. If you’d like to be challenged, peruse the reading list below and choose something. Email or message me if something interests you.

 

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A few recommendations:

Elbow: Writing Without Teachers

Freire: Pedagogy of the Oppressed

Brice-Heath: Ways with Words

Howard and Tappan: Complicating the social and cultural aspects of social class

Kumashiro: Toward a theory of Representative education

Buras: Race, Charter Schools, and Conscious Capitalism

Yu: History, struggle, and the social influence of migrant children schools in contemporary China

Palmer: The Courage to Teach

Eisner: The role of the arts in cognition and curriculum

 

Themes include: critical theory, postcolonialism, democracy, liberalism, multiculturalism, relativism, anti-neoliberalism, postmodernism, progressivism, pluralism

 

Research in English Education

Rosenblatt, L. M. (. M., Steinberg, E. R., & Miller, J. E. (. E. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press.Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life.

Dewey, J. (2005/1934). Art as experience. New York: Perigee Books.

Freire, P. (1993). Pedagogy of the oppressed. New York: Continuum.

Elbow, P. (1973). Writing without teachers. London ; New York: Oxford University Press.

Wilhelm, J., & Edmiston, B. (1998). Imagining to learn: Inquiry, ethics, and integration through drama. Heinemann.

Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco: Jossey-Bass Publishers.Costanzo, W. (2004). Great films and how to teach them. NCTE.

Eisner, E. W. (2002). The arts and the creation of mind. New Haven: Yale University Press.

Applebee, A. N. (1974). Tradition and reform in the teaching of English: A history. [Urbana, Ill.]: National Council of Teachers of English.

Kliebard, H. M. (1986). The struggle for the American curriculum, 1893-1958. Boston: Routledge & Kegan Paul.

Flood, J., International Reading Association., & National Council of Teachers of English. (1991).Handbook of research on teaching the English language arts. New York : Toronto : New York: Macmillan.

Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge [Cambridgeshire] ; New York: Cambridge University Press.

Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. New York: John Wiley & Sons, Inc..

 

Curriculum Research

Pinar, W. F. (2012). What is curriculum theory?, 2nd edition. New York: Routledge. Ch. 1, pgs 366

Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (2006). Understanding Curriculum Understanding Curriculum An Introduction to the Study of Historical & Contemporary Curriculum Discourse. Peter Lang.

Part One, pgs 152. In D. Flinders & S. Thornton (eds.). The curriculum studies reader, 4th Edition. New York: Routledge.

Kliebard, H. (2004). The struggle for the American curriculum (Third ed.). New York: RoutledgeFalmer. pp. 125

McLaughlin, M. (2013). Implementation as mutual adaptation: Change in classroom organization. In D. Flinders & S. Thornton (eds.). The curriculum studies reader, 4th Edition. New York: Routledge.

Tyack, D., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. pp. 139. Cambridge, MA: Harvard University Press.

Au, W. (2013). High Stakes Testing and Curriculum Control: A Qualitative Metasynthesis. In D. Flinders & S. Thornton (eds.). The curriculum studies reader, 4th Edition. New York: Routledge.

Sleeter, C., & Stillman, J. (2013). Standardizing Knowledge in a Multicultural Society. In D. Flinders & S. Thornton (eds.). The curriculum studies reader, 4th Edition. New York: Routledge.

Apple, M. (2006). Educating the “right” way: Markets, standards, god, and inequality (2nd ed.). New York: Routledge. Chapter 1-7

Au, W., & Apple, M. (2009). Rethinking reproduction: NeoMarxism in critical education theory. In M. Apple, W. Au & L. A. Ganjin (Eds.), The Routledge International Handbook of Critical Education (pp. 8395). New York: Routledge.

Young, M. (2013). Overcoming the crisis in curriculum theory: a knowledge based approach. Journal of Curriculum Studies, 45(2), 101118.

Howard, A., and Tappan, M. (2009). Complicating the social and cultural aspects of social class: Toward a conception of social class as identity. In E. Malewski (Ed.), Curriculum Studies Handbook: The next moment (pp. 322338). Routledge.

Matus, C., & McCarthy, C. (2003). The triumph of multiplicity and the carnival of difference: Curriculum dilemmas in the age of postcolonialism and globalization. In W. F. Pinar (Ed.), International handbook of curriculum research (pp. 7382). New Jersey: Erlbaum.

North, C. (2008). What is all this talk about “social justice”? Mapping the terrain of education’s latest catchphrase. The Teachers College Record, 110(6), 11821206.

Schindel Dimick, A. (2012). Student empowerment in an environmental science classroom: Toward a framework for social justice science education. Science Education, 96(6), 9901012.

Swalwell, K. (2013). “With great power comes great responsibility”: Privileged students’ conceptions of justice oriented citizenship. Democracy & Education, 21(1), 111.

Kumashiro, K. 2000. Toward a theory of antioppressive education. Review of Education Research, 70(1): 2553.

Valenzuela, A. (2013). Subtractive Schooling, Caring Relations, and Social Capital in the Schooling of U.S. Mexican Youth. In D. Flinders & S. Thornton (eds.). The curriculum studies reader, 4th Edition. New York: Routledge.

Schindel Dimick, A. Research Proposal

Collin, R. (2013). Making space: A gaystraight alliance’s fight to build inclusive environments. Teachers College Press.

Brown, Christopher B, & Gasko, John W. (2012). Why should preK be more like elementary school? A case study of preK reform. Journal of Research in Childhood Education, 26, 264290.

Erevelles, N. (2005). Understanding curriculum as normalizing text: disability studies meet curriculum theory, Journal of Curriculum Studies, 37:4, 421439

Helfenbein, R. (2009). Thinking through scale: Critical geography and curriculum spaces. In E. Malewski (Ed.), Curriculum Studies Handbook: The next moment (pp. 304321). Routledge.

Buras, K. (2011). Race, Charter Schools, and Conscious Capitalism: On the Spatial Politics of Whiteness as Property (and the Unconscionable Assault on Black New Orleans). Harvard Educational Review, 81(2), 296330.

Kang, M. O. (2012). Why not National Standardized testing? A policy ecologies analysis regarding national testing in South Korea and its impacts on democratic education. In M. Knoester (ed.) International Struggles for Critical Democratic Education, pp. 89110. New York: Peter Lang.

Yu, M. (2012). History, struggle, and the social influence of migrant children schools in contemporary China. In M. Knoester (ed.) International Struggles for Critical Democratic Education, pp. 3147. New York: Peter Lang.

Robert, S. A. (2014). Extending theorisations of the global teacher: care work, gender, and streetlevel policies. British Journal of Sociology of Education.

McIntosh, P. (2013). Gender perspectives on educating for global citizenship. In D. Flinders & S. Thornton (eds.). The curriculum studies reader, 4th Edition. New York: Routledge.

Franklin, V. P. (2007). The Tests are Written for the Dogs: “The Journal of Negro Education”, African American Children, and the Intelligence Testing Movement in Historical Perspective. The Journal of Negro Education, Vol. 76, No. 3, Celebrating the Legacy of “The Journal”: 75 Years of Facilitating Excellence in Black Education (Summer, 2007), pp. 216-229

McDonnell, L. & Weatherford, S. (2013). Evidence use and the common core state standards movement: From problem definition to policy adoption. American Journal of Education, 120( 1), pp. 125.

Niemi (2014). The Finnish Educational Ecosystem, Chapter 1.

Bunten, B. A. (2010). “Welcome to America, Now Speak English”: Preservice Teachers’ Discourses Focus on Native Russian Speaking Students. Multicultural Education, 17(4), 29.

Eisner, E. W. (1986). The role of the arts in cognition and curriculum. Journal of Art & Design Education, 5(1‐2), 5767.

Edwards Jr, D. B. (2010). Critical pedagogy and democratic education: Possibilities for crosspollination. The Urban Review, 42(3), 221242.

 

Intro to Curriculum, Instruction, and the Science of Learning

Lagemann, E. C. (2000). An elusive science: The troubling history of educational research. Chicago, IL: University of Chicago Press

Kalantzis, M. & Cope, B. (2008/2012). New Learning: Elements of a science of education. Cambridge University Press.

Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. Basic Books.

Keith, S. (2006) (Ed.). The Cambridge handbook of the learning sciences. New York : Cambridge University Press. (electronic version is available at the library: http://site.ebrary.com/lib/buffalo/docDetail.action?docID=10130369)

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.

Moss, P. A., Phillips, D. C., Erickson, F. D., Floden, R. E., Lather, P. A., & Schneider, B. L. (2009). Learning from our differences: A dialogue across perspectives on quality in educational research. Educational Researcher, 38(7), 501-517.

Pearson, P. D. (2007). An historical analysis of the impact of educational research on policy and practice: Reading as an illustrative case. In D. W. Rowe, R. T. Jiménez , D. L. Compton, D. K. Dickinson, Y. Kim, K. M. Leander, V. J. Risko (Eds.) 56th Yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference.

 

 

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