|
|
Ideology, Discourse, and School Reformreviewed 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 Search for book at Amazon.com 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.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
|
|
|
- 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.
|
|
|
|
|