Ghosts of No Child Left Behind

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Peter Lang GmbH, Europaischer Verlag der Wissenschaften, 2011 - Education - 221 pages
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Ghosts of No Child Left Behind politically situates curriculum within a historically and critically informed context, to understand the structural forces that have contributed to the creation of a population of adolescents who read below a third grade level. The book then proposes a reconceptualization of literacy curriculum within a critical discourse to facilitate self-actualizing pedagogy for non-reading adolescents, some of whom are incarcerated.

Rooted in a complex understanding of teaching, learning, and knowledge, this book presents information to policymakers, administrators, and educators that is vital to improving literacy instruction, curriculum, and policy. The information presented here can also inform the general public, especially parents, so that they may advocate for an educational infrastructure that promotes empowering literacy development for every student, including non-reading adolescents and younger struggling readers. This book is an unparalleled resource for teacher education courses focusing on literacy, critical pedagogy, policy, bilingual education, special education, and issues in urban education.

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About the author (2011)

Joanne M. Carris is a literacy specialist and educational consultant in New York City. As an educator for over fifteen years, she has worked in alternative high schools, including juvenile detention center schools. In public schools, she has specialized in literacy development with adolescents who are emerging readers. Carris has a Ph.D. in urban education from the City University of New York (CUNY) Graduate Center, a M.A. in bilingual special education from the Bank Street College of Education, and a M.A. in philosophy of education from the CUNY Graduate Center.

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