PRESENTING SUPERB RESEARCH THAT ADVANCES THE FIELD OF EDUCATION

Acts of Resistance

Subversive Teaching in the English Language Arts Classroom

Paperback
January 2020
9781975503314
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  • Publisher
    Myers Education Press
  • ISBN 9781975503314
  • Language English
  • Pages 250 pp.
  • Size 6" x 9"
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$35.95
E-Book
January 2020
9781975503338
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Hardback
January 2020
9781975503307
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  • Publisher
    Myers Education Press
  • ISBN 9781975503307
  • Language English
  • Pages 250 pp.
  • Size 6" x 9"
  • Request Exam Copy
$139.95
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January 2020
9781975503321
More details
  • Publisher
    Myers Education Press
  • ISBN 9781975503321
  • Language English
  • Pages 250 pp.
  • Size 6" x 9"
$139.95

In 1969, Neil Postman and Charles Weingartner published Teaching as a Subversive Activity. Subversive teaching today, however, looks very different than it did in 1969. Teachers today must deliver their instruction in an era of formidable challenges related to curriculum, educational policy, and cultural and political ideology. Students learn in an environment that includes active shooter drills and increasingly violent public policy that assaults immigrants, people of Color, women, and the LGBTQIA+ community. A robust public education is needed now more than ever, though the resources to provide it dwindle daily.

Acts of Resistance: Subversive Teaching in the English Language Arts (ELA) Classroom showcases examples of subversive pedagogy to instruct and inspire teachers and to contextualize subversive ELA pedagogy in the contemporary educational moment. Chapter authors--in-service teachers and teacher educators alike--draw from case studies, narrative inquiry, or other qualitative methodologies to explain how they have variously taken up subversive pedagogy in the ELA classroom. Because teachers and other stakeholders resist oppressive structures—including disciplinary confinements—when they teach from subversive viewpoints, each chapter describes a disciplinary “act of resistance” that illuminates possibilities for countering uncritical, “traditional” handling of ELA experiences.

Jeanne Dyches

Jeanne Dyches, Ph.D., is an assistant professor at Iowa State University. Her work has been published in Journal of Literacy Research, Journal of Adolescent and Adult Literacy, Journal of Teacher Education, Urban Review, and Harvard Educational Review.

Brandon Sams

Brandon Sams is an assistant professor of English education at Iowa State University. His work has recently been published in English Teaching: Practice and Critique, The ALAN Review, Changing English, and The Journal of Language and Literacy Education.

Ashley Boyd

Ashley S. Boyd is an associate professor of English Education at Washington State. She has published in the Journal of Teacher Education, English Education, Journal of Adolescent & Adult Literacy, and the International Journal of Critical Pedagogy.

subversive teaching, English Language Arts (ELA), social justice, disciplinary literacy, secondary literacy, curriculum, pedagogy, social media, critical pedagogy, multicultural education