I did not plan on taking a general education English course as I entered into college. I was confident that my IB higher-level English test scores from high school would cover the requirement, and moreover, I was sure that I didn’t need to take an entry-level composition course. I naively believed that I already knew everything that I could possibly learn in such a course. You might imagine, then, the frustration and resignation I felt when I learned that the aforementioned test scores would not
carry out a guided teaching inquiry for them to learn through narrative writing. Guided teaching will provide opportunities for the students to gradually develop the key competencies outlined in language learning. The key concepts in learning languages are: Communication, Identity, Literacy (http://seniorsecondary.tki.org.nz/Learning-languages/Pedagogy ) I will follow Bloom’s “writing learning objectives and his six cognitive skills to suit my inquiry http://www.utexas.edu/academic/diia/assessment/iar/students/plan/objectives/
most of my students has been both literally and figuratively a foreign land. For my English as a Second Language students, navigating a new language, new culture, and new lives, college was a barely visible destination to be reached after being able to talk to their child’s teacher. The GED students I have worked with could see the destination, but battled the tremendous forces of past failures and poverty. And the first year-college students I have taught, facing similar headwinds as my GED students
Cultural Studies in the Undergraduate Program Any discussion of cultural studies must begin with an attempt to define culture. I say attempt because the word 'culture' is so steeped in historical, psychological and political meanings and counter-meanings it has become, in the jargon of literary theory, overdetermined, i.e., so full of meaning it threatens to become meaningless. So instead I will begin with a statement about art which I think goes to the heart of our conceptions of culture.
What are the key arguments for integrating popular culture in literacy education? What issues does this integration raise for literacy education? Children today are growing up in a digital world where their surrounding environments are rich with popular culture, leading teachers to reconsider and respond to new pedagogies for teaching literacy in the classroom (Beavis, 2012; Hall, 2011; Petrone, 2013; Walsh, 2010). Literacy in the 21st century is multidimensional with Giroux arguing “Teaching
her ideas/performance in that light. My approach engages feminist performance theory as articulated by Judith Butler and Marjorie Garber, with historical and intertextual context. Butler's examination of the relationship between phenomenology and performance of gender offers a cogent model of the process by which cultural constructs of gender become naturalized without quashing the agency of the historical actors. Garber's examination of transvestitism in narrative as a signal of a society under conceptual
The Lost Tools of Learning "The Lost Tools of Learning" was first presented by Dorothy Sayers at Oxford in 1947. It is copyrighted by National Review, 150 East 35th Street, New York, NY 10016, and reproduced here with their permission. That I, whose experience of teaching is extremely limited, should presume to discuss education is a matter, surely, that calls for no apology. It is a kind of behavior to which the present climate of opinion is wholly favorable. Bishops air their opinions about