Paying Attention to Procedural Texts: Critically Reading School Routines as Embodied Achievement

Autor/inn/en	Zanden, Sarah Vander; Wohlwend, Karen E.
Titel	Paying Attention to Procedural Texts: Critically Reading School Routines as Embodied Achievement
Quelle	In: Language Arts, 88 (2011) 5, S.337-345 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-9170
Schlagwörter	Educational Environment; Behavior Patterns; Repetition; Purchasing; Resources; Consumer Economics; Low Income Groups; Critical Reading; Power Structure; Socialization; Consciousness Raising; Peer Groups; Social Status; Problem Solving; Grade 5; School Policy; Teacher Administrator Relationship; Participative Decision Making; Student Participation; Teacher Student Relationship; Teacher Collaboration; Communities of Practice + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Wiederholung; Beschaffungswesen; Kauf; Betriebsmittel; Hilfsmittel; Konsumökonomie; Kritisches Lesen; Socialisation; Sozialisation; Bewusstseinsbildung; Gleichaltrigengruppe; Peer Group; Sozialer Status; Problemlösen; School year 05; 5. Schuljahr; Schuljahr 05; Schulpolitik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerkooperation; Community
Abstract	In this article, we look closely at the way power circulates through school routines with ordinary texts in everyday moments. We address texts that support different types of achievement and how critical literacy helps us redefine achievement and examine what we're doing with texts and students in classrooms. We interrogate the notion of achievement outside the realm of traditional markers of school success (i.e. tests, academic content knowledge, etc.). We argue that more inclusive interpretations of achievement requires critical reading of texts all around us, in the language that constructs our worlds, from the products we buy to the most mundane routines. Using three elementary teaching vignettes: a teacher shopping for pencil boxes and back-to-school supplies, a first grader posting a complaint to call a class meeting, and a fifth grade class responding to a memo about a new school policy, we examine power relations in texts and routines that highlight achievement. The article includes critical routines with potential for empowering and diversifying opportunities for success. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10