Stuart Greene – författare

This collection of original research explores ways that educators can create participatory spaces that foster civic engagement, critical thinking, and authentic literacy practices for adolescent youth in urban contexts. Casting youth as vital social actors, contributors shed light on the ways in which urban youth develop a clearer sense of agency within the structural forces of racial segregation and economic development that would otherwise marginalize and silence their voices and begin to see familiar spaces with reimagined possibilities for socially just educational practices.

Teaching Academic Literacy provides a unique outlook on a first-year writing program's evolution by bringing together a group of related essays that analyze, from various angles, how theoretical concepts about writing actually operate in real students' writing. Based on the beginning writing program developed at the University of Wisconsin-Madison, a course that asks students to consider what it means to be a literate member of a community, the essays in the collection explore how students become (and what impedes their progress in becoming) authorities in writing situations. Key features of this volume include: * demonstrations of how research into specific teaching problems (e.g., the problem of authority in beginning writers' work) can be conducted by examining student work through a variety of lenses such as task interpretation, collaboration, and conference, so that instructors can understand what factors influence students, and can then use what they have learned to reshape their teaching practices; * adaptability of theory and research to develop a course that engages basic writers with challenging ideas; * a model of how a large writing program can be administered, particularly in regards to the integration of research and curriculum development; and * integration of literary and composition theories.

Featuring contributions from a stellar group of teachers and researchers, this volume opens new territory on a critical but rarely addressed topic—the intersection of race with literacy research and practice. Grounded in classroom experiences, this insightful volume:Shows how race is constructed through literacy instruction and how adopting a “colorblind” stance serves to maintain a system of racism that is pervasive in and out of schools.Develops authentic knowledge of teaching and learning practices to insure that student and teacher voices are heard.Considers the ethics of research agendas and the consequences of their findings, discussing the importance of research in addressing issues of racial inequality in school literacy achievement.Details the value of the research process itself, coming to terms with the researcher’s aims, audiences, and his or her responsibilities as a potential agent of change.

In this important book, award-winning author Stuart Greene enters the ongoing conversation about low-income African American families and their role in helping their children flourish. Greene focuses on parents’ self-defined roles within the context of race, urban development, and an economy that has created opportunity for some and displaced others. Moving beyond analysis to action, the author describes a partnering strategy to help educators understand the lived experiences of children and families and to use their funds of knowledge as resources for teaching.This book combines critical race theory, critical geography, first-hand accounts, and research on literacy practices at home to provide a powerful tool that will help teachers and administrators see families in new ways.Book features: describes a partnering model that encourages educators to consider the social, cultural, racial, and economic factors that shape parent engagement with schools, identifies important areas of misunderstanding between African American parents and their children's teachers, incorporates personal narratives of children whose voices are rarely part of research on parent involvement.

In this important book, award-winning author Stuart Greene enters the ongoing conversation about low-income African American families and their role in helping their children flourish. Greene focuses on parents’ self-defined roles within the context of race, urban development, and an economy that has created opportunity for some and displaced others. Moving beyond analysis to action, the author describes a partnering strategy to help educators understand the lived experiences of children and families and to use their funds of knowledge as resources for teaching.This book combines critical race theory, critical geography, first-hand accounts, and research on literacy practices at home to provide a powerful tool that will help teachers and administrators see families in new ways.Book features: describes a partnering model that encourages educators to consider the social, cultural, racial, and economic factors that shape parent engagement with schools, identifies important areas of misunderstanding between African American parents and their children's teachers, incorporates personal narratives of children whose voices are rarely part of research on parent involvement.

The urgency to create equity in schools has never been greater, especially since legislators are considering the re-authorization of No Child Left Behind as a means to eliminating the achievement gap. Studies continue to show that increased standards, testing, and accountability have simply maintained the status quo. In response, this book proposes alternative ways of addressing these educational inequities, taking an interdisciplinary approach to understanding the complex historical, social, and global issues that stand in the way of ensuring that all students have access to literacy – issues that policy makers and educators can no longer ignore. Literacy as a Civil Right assembles an impressive group of essays that broaden the conversation taking place about school reform, unmasking an ideology that maintains unequal relations of power in school and society. The ideas presented here will help readers re-imagine success in schools by understanding the possibilities that grow from a democratic vision of education. Together, this book provides an alternative framework to increased testing, offering a more humane vision of education that values agency, rigor, civic responsibility, and democracy.

This collection of original research explores ways that educators can create participatory spaces that foster civic engagement, critical thinking, and authentic literacy practices for adolescent youth in urban contexts. Casting youth as vital social actors, contributors shed light on the ways in which urban youth develop a clearer sense of agency within the structural forces of racial segregation and economic development that would otherwise marginalize and silence their voices and begin to see familiar spaces with reimagined possibilities for socially just educational practices.