Skip to content
2018
Volume 87, Issue 6
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402

Abstract

This article offers a way of thinking about literacy instruction that critiques current reasoning, but also provides a space to dynamically think outside of prevalent practices. It presents a framework for both planning and studying literacy pedagogy that combines a practical everyday model of the reading process with Michel Foucault’s (1988c) theoretical concepts of technologies and truth games. This combined framework is used to upset some of the reasoning that binds our practice regarding texts, methods, and student outcomes. A few examples of research questions are considered, with the understanding that individual teachers and researchers will have other ways of pushing the boundaries based on the issues that concern them the most. The article concludes with a discussion of how this type of research can be used as a dynamic method for classroom change.

Loading

Article metrics loading...

/content/journals/10.58680/la201011541
2010-07-01
2024-06-13
Loading full text...

Full text loading...

http://instance.metastore.ingenta.com/content/journals/10.58680/la201011541
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