Literacy As a Civil Right: Reclaiming Social Justice in Literacy Teaching and Learning

Ritchie,Scott

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Literacy As a Civil Right: Reclaiming Social Justice in Literacy Teaching and Learning

reviewed by Scott Ritchie - January 15, 2009

Title: Literacy As a Civil Right: Reclaiming Social Justice in Literacy Teaching and Learning
Author(s): Stuart Greene (Ed.)
Publisher: Peter Lang Publishing, New York
ISBN: 0820488682, Pages: 199, Year: 2008
Search for book at Amazon.com

Civil rights and social justice have been appropriated by conservatives to justify increased accountability and testing in United States schools. The rationale is that by paying attention to students’ scores on high-stakes standardized tests we as a society will be better able to close academic achievement gaps based on racial, socioeconomic, and linguistic differences among students. However, the authors in Literacy as a Civil Right: Reclaiming Social Justice in Literacy Teaching and Learning, a book whose chapters were originally presented at a conference sponsored by National Council of Teachers of English Assembly for Research in 2006, argue that such testing-based educational reforms actually mask racist and deficit ideologies that reproduce the very gaps they claim to address in the first place. Literacy as a Civil Right reframes the debate by making visible the hidden agenda of increased accountability and by examining alternative frameworks that allow literacy educators to reclaim social... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: January 15, 2009
https://www.tcrecord.org ID Number: 15484, Date Accessed: 1/25/2021 9:22:35 AM

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About the Author
Scott Ritchie University of Georgia E-mail Author SCOTT RITCHIE is a Ph.D. candidate in Language and Literacy Education at The University of Georgia. He is currently working on his dissertation, which involves life history interviewing with P-12 teachers enacting critical pedagogy in their classrooms. His research interests include the sociopolitical contexts of schooling, urban education, critical literacy, and teacher education.

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