"Say What They Want to Hear": Students' Perceptions of Writing in a Working-Class High School

Autor/in	Gorlewski, Julie
Titel	"Say What They Want to Hear": Students' Perceptions of Writing in a Working-Class High School
Quelle	In: Journal for Critical Education Policy Studies, 14 (2016) 2, S.158-185 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Neoliberalism; Student Attitudes; High School Students; Writing Instruction; Writing (Composition); Educational Environment; Teaching Methods; Resistance (Psychology); Ethnography; Working Class; Suburban Schools; Influences; Student Empowerment; High Stakes Tests; Observation; Documentation; Content Analysis; Semi Structured Interviews; Language Arts; New York; New York State Regents Examinations + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schreibunterricht; Schreibübung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Resistenz; Ethnografie; Arbeiterklasse; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Influence; Einfluss; Einflussfaktor; Studienberechtigung; Beobachtung; Dokumentation; Inhaltsanalyse; Sprachkultur
Abstract	The effects of neoliberal ideologies infiltrate all aspects of the teaching-learning environment, including academic practices of reading and writing. Writing, more than simply a demonstration of academic proficiency, represents a means of thinking--an opportunity to develop critical thought, build resistance to neoliberal individualism through collective action, and deepen one's sense of self-worth through self-expression. If writing is taught and experienced in accordance with the banking, or transmission-model of education, in which learners are taught to repeat facts deems important by authoritative forces, writing can contribute to schools as sites of social reproduction. Critical pedagogies that privilege the voices of youth, rather than excluding them on the basis of their incomplete stage of development (Deutsch, 2006), provide hope for creating resistance and building solidarity. By focusing on student participants in a larger critical ethnography, this article highlights two themes that emerged from youth voices in the study. The first focuses on students' perceptions of writing in school, and the second centers on glimmers of resistance narrated by youth in relation to effects of neoliberalism. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01