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Ideology, Discourse, and School Reform

reviewed by Mary Louise Gomez - 2004

Title: Ideology, Discourse, and School Reform
Author(s): Zeus Leonardo
Publisher: Praeger Publications, Westport
ISBN: 0897899016, Pages: 265, Year: 2003
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This is a study worthy of attention. In it, Zeus Leonardo describes and analyzes two years of talk by an Annenberg Foundation-funded inquiry group of nine teachers, two administrators, two district officers, and three researchers at a large public middle school located in the United States . He provides a carefully documented account of how ideology is inscribed in all that the group’s participants speak and do (in sometimes contradictory ways) as they try to unpack what school reform means and how to engage in it. Relying on audiotaped transcriptions of the group’s interactions, participant interviews, and observations of classroom interactions, Leonardo painstakingly portrays the group’s wide-ranging conversations about students, families, their responsibilities as teachers, their myriad frustrations, and their classroom problems as well as the ideologies which ground individual’s viewpoints, conflicts, and alliances. At its best the book shows readers how a collaborative group simultaneously works to maintain and interrupt the structures that teachers identify as preventing them from acting for social justice and equity. The author... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 106 Number 12, 2004, p. 2330-2332
https://www.tcrecord.org ID Number: 11329, Date Accessed: 8/7/2020 11:14:15 AM

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About the Author
Mary Gomez University of Wisconsin-Madison E-mail Author MARY LOUISE GOMEZ is Professor and Chair of Literacy Studies in the Department of Curriculum & Instruction at the University of Wisconsin-Madison where she conducts research about how pre-service and practicing teachers learn to teach diverse learners. Topics of current projects include what it means for secondary pre-service teachers to care for all students and how practicing teachers collaborate in a conversation study group about literacy for young children. Recent publications include work in the journals English Education and Teaching and Teacher Education.

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