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Reading Against Democracy: The Broken Promises of Reading Instruction

reviewed by Patricia H. Hinchey - July 05, 2007

coverTitle: Reading Against Democracy: The Broken Promises of Reading Instruction
Author(s): Patrick Shannon
Publisher: Heinemann , Portsmouth
ISBN: 0325009767 , Pages: 288, Year: 2007
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For Patrick Shannon, the intersections of business, science and government during the last decade or so amount to a “perfect storm,” generating conditions that “keep even the best school in America in continuous triage activities to keep themselves afloat” (p. 165).  His apt metaphor produces this sketch of public education: The schools that have not been successful in the past are already submerged below the surface, leaking funds to private businesses, which lurk in the surrounding waters, protected from the same requirements that the schools must now follow.  Some test scores rise for some groups, some fall for others while the tempest blows public schools toward private markets. Of course this description of business preying on education--thanks to the intervention of the state--will surprise none of the countless critics of No Child Left Behind and certainly none of the vociferous critics of Reading First and the push for “scientific” reading instruction. What... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: July 05, 2007
https://www.tcrecord.org ID Number: 14544, Date Accessed: 6/23/2021 11:20:14 AM

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About the Author
  • Patricia Hinchey
    Arizona State University
    E-mail Author
    PATRICIA H. HINCHEY is a specialist in language and literacy education and in critical practice who teaches courses in language arts methodology, critical media literacy, contemporary issues in American education, critical teacher inquiry, and gender issues. Her long-time research interests are the successful translation of critical theory to classroom praxis and the development of political awareness among teachers. Recently, her writing has focused on policy analysis, particularly policies that intend to marginalize teachers and to privatize public education. Her most recent book is Becoming a Critical Educator (Peter Lang) and she will soon complete a primer on action research. She is a research fellow of the Education Policy Research Unit at Arizona State University and of the Education and the Public Interest Center at the University of Colorado at Boulder.
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