begins with an historical perspective on writing and discusses certain writers/educators that have challenged the Eurocentric position literacy takes to supplant that posture with alternative ways to engage with literacy, especially writing. Notably, the chapter presents writing theories and pedagogies from notables in the field such as Paolo Freire and his ideas on writing for generative themes that inspire critical thinking. A section is included that develops the idea of writing as a primary rather than a secondary literacy discourse and how a pedagogy based on narrative writing may serve to restructure this discourse. This perspective is cast, particularly, in the light of helping second language English learners. The relation of speech to writing is discussed especially its relation to gesture-based language of children as well as the social contexts of language development. It develops the use of narrative writing from childhood through to adulthood. Thus, according to the author, “[N]arrative functions as a sociopolitical metanarrative.”
As the title implies, discusses some of the ways in which preservice teachers incorporated skill-based literacy instruction and narrative genre into a pedagogy based on personal and sociocultural group stories. Additionally, the chapter concludes with a short summary of these students’ growth, as well as the author’s growth, through the narrative process. students of color and low-income students who are often the main recipients of a skill and drill standardized curriculum.
summarizes the key concepts presented in the book and challenges educators to step out of the constraints of standardized curriculum to investigate other teaching modalities that highlight knowledge teachers and their students bring to the proverbial classroom table. It justifies employing narrative writing/stories as legitimate literacy pedagogy and challenges the pedagogy of testing currently at play in U.S. public schools. It summarizes key concepts of the book, particularly “narratives as a way of knowing,” teaching writing from whole to part, language as power, and writing as an act of social justice.
treats the subject of Teacher Action Research (TAR) and why it worked particularly well in the research aspect of this project as well as presenting a bona fide research method for K-12 teachers in general. TAR allows for classroom teacher collaboration with university faculty, school district administrations, the students/children themselves, and other vested stakeholders, e.g., parents. It is ongoing research in a classroom setting that encourages teacher reflection and is immediately applicable to the problem/condition under research. The TAR paradigm rests on a foundational goal of transformational teaching and learning practices. Social justice is not only implied but is intrinsic to this model due to its principles of teacher agency and student input as well as its openness to collaboration with all education stakeholders. The author sought a research model that included the notions of research, theory, and practice as symbiotic. Unlike positivistic research models, this model allowed for the fluidity of day-to-day practice of teachers and learners in, particularly, the K-8 classroom.