Skip to content
2018
Volume 57, Issue 1
  • ISSN: 0007-8204
  • E-ISSN: 1943-2216
side by side viewer icon HTML

Abstract

In the field of English education, views of working-class individuals matter not only in terms of teacher beliefs about their students but also for literature instruction that reflects classed lives in texts like and . Without an explicit, critical discourse on social class (Jones & Vagle, 2013), dominant views of working-class people remain intact, especially in the middle-class institution of schooling (Vagle & Jones, 2012). This study examines the effects of implementing a social class literacy (SCL) curriculum featuring classed feelings in a young adult literature course designed for English language arts preservice teachers. Findings show preservice teachers capably applying SCL to literary interpretations and to their lives and how doing so affected their ideas about future teaching.

Loading

Article metrics loading...

/content/journals/10.58680/ee202457139
2024-10-01
2025-06-21
Loading full text...

Full text loading...

/deliver/fulltext/ee/57/1/englisheducation57139.html?itemId=/content/journals/10.58680/ee202457139&mimeType=html&fmt=ahah

References

  1. Appleman D. (2015) Critical encounters in secondary English: Teaching literary theory to adolescents (3rd ed.). Teachers College Press.
    [Google Scholar]
  2. Banack A., & Nam R. (2024) Developing racial literacy through a racialized reader response framework [Conference presentation]. 2024 American Educational Research Association Annual Meeting, Philadelphia, PA.
    [Google Scholar]
  3. Bettie J. (2014) Women without class: Girls, race, and identity. University of California Press.
    [Google Scholar]
  4. Borsheim-Black C., & Sarigianides S. T. (2019) Letting go of literary whiteness: Antiracist literature instruction for White students. Teachers College Press.
    [Google Scholar]
  5. Bourdieu P. (1986) The forms of capital. In Richardson J. (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood Press.
    [Google Scholar]
  6. Braden A. (2018) The benefits of being an octopus. Sky Pony Press.
    [Google Scholar]
  7. DeLuca K. (2022) Using writing to explore social class. English Journal, 111(4), 34–40.
    [Google Scholar]
  8. Godard N. (2022) Beyond Marx: Cultural social class analysis in the English language arts classroom. English Journal, 111(4), 20–26.
    [Google Scholar]
  9. Gorski P. C. (2016) Poverty and the ideological imperative: A call to unhook from deficit and grit ideology and to strive for structural ideology in teacher education. Journal of Education for Teaching, 42(4), 378–386.
    [Google Scholar]
  10. Gottbrath J. (2022) Teaching students to question capitalist narratives and symbols. English Journal, 111(4), 56–61.
    [Google Scholar]
  11. hooks b. (2000) Where we stand: Class matters. Routledge.
    [Google Scholar]
  12. Jones S. (2004) Living poverty and literacy learning: Sanctioning topics of students’ lives. Language Arts, 81(6), 461–469.
    [Google Scholar]
  13. Jones S. (2006) Language with an attitude: White girls performing class. Language Arts, 84(2), 114–124.
    [Google Scholar]
  14. Jones S. (2008) Grass houses: Representations and reinventions of social class through children’s literature. Journal of Language & Literacy Education, 4(2), 40–58.
    [Google Scholar]
  15. Jones S., & Vagle M. D. (2013) Living contradictions and working for change: Toward a theory of social class-sensitive pedagogy. Educational Researcher, 42(3), 129–141.
    [Google Scholar]
  16. Lewis C. (2000) Critical issues: Limits of identification: The personal, pleasurable, and critical in reader response. Journal of Literacy Research, 32(2), 253–266.
    [Google Scholar]
  17. Lindquist J. (2004) Class affects, classroom affectations: Working through the paradoxes of strategic empathy. College English, 67(2), 187–209.
    [Google Scholar]
  18. McCormick K. (1994) The culture of reading & the teaching of English. Manchester University Press.
    [Google Scholar]
  19. Parton C. (2022) Exploring place-and social-class-based ways of knowing. English Journal, 111(4), 27–33.
    [Google Scholar]
  20. Payne-Bourcy L., & Chandler-Olcott K. (2003) Spotlighting social class: An exploration of one adolescent’s language and literacy practices. Journal of Literacy Research, 35(1), 551–590.
    [Google Scholar]
  21. Reay D. (2005) Beyond consciousness? The psychic landscape of social class. Sociology, 39(5), 911–928.
    [Google Scholar]
  22. Reay D. (2006) The zombie stalking English schools: Social class and educational inequality. British Journal of Educational Studies, 54(3), 288–307.
    [Google Scholar]
  23. Rosenblatt L. (1995) Literature as exploration (5th ed.). Modern Language Association of America.
    [Google Scholar]
  24. Rubin M., Denson N., Kilpatrick S., Matthews K. E., Stehlik T., & Zyngier D. (2014) “I am working-class”: Subjective self-definition as a missing measure of social class and socioeconomic status in higher education research. Educational Researcher, 43(4), 196–200.
    [Google Scholar]
  25. Saldaña J. (2021) The coding manual for qualitative researchers (4th ed.). SAGE.
    [Google Scholar]
  26. Savage M., Bagnall G., & Longhurst B. (2001) Ordinary, ambivalent and defensive: Class identities in the northwest of England. Sociology, 35(4), 875–892.
    [Google Scholar]
  27. Sennett R., & Cobb J. (1972) The hidden injuries of class. Alfred A. Knopf.
    [Google Scholar]
  28. Skeggs B. (1997) Formations of class and gender. SAGE.
    [Google Scholar]
  29. Smarsh S. (2019) Heartland: A memoir of working hard and being broke in the richest country on Earth. Scribner.
    [Google Scholar]
  30. Sonu D., & Zaino K. (2023) Breaking light on economic divide: How elementary school teachers locate class inequality in teaching and schools. Teachers College Record, 125(4), 39–66.
    [Google Scholar]
  31. Stake R. E. (1995) The art of case study research. SAGE.
    [Google Scholar]
  32. Stubbs V. (n.d.). The 6 pillars of a brave space. University of Maryland School of Social Work. www.ssw.umaryland.edu/media/ssw/field-education/2---The-6-Pillars-of-Brave-Space.pdf
    [Google Scholar]
  33. Thein A. H., Guise M., & Sloan D. L. (2012) Exploring the significance of social class identity performance in the English classroom: A case study analysis of a literature circle discussion. English Education, 44(3), 215–253.
    [Google Scholar]
  34. Thier H. (2020) A people’s guide to capitalism: An introduction to Marxist economics. Haymarket Books.
    [Google Scholar]
  35. Vagle M. D., & Jones S. (2012) The precarious nature of social class-sensitivity in literacy: A social, autobiographic, and pedagogical project. Curriculum Inquiry, 42(3), 318–339.
    [Google Scholar]
  36. Watson R. (2018) Piecing me together. Bloomsbury.
    [Google Scholar]
  37. Wiggins G., & McTighe J. (2005) Understanding by design (2nd ed.). Association for Supervision and Curriculum Development.
    [Google Scholar]
/content/journals/10.58680/ee202457139
Loading
/content/journals/10.58680/ee202457139
Loading

Data & Media loading...

  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error
Please enter a valid_number test