Nourishing Conversations: Urban Adolescents, Literacy, and Democratic Society

Fairbanks, Colleen M.

doi:10.1080/10862969809547995

Cited by 22 publications

(18 citation statements)

References 6 publications

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“…The accent here lies primarily on stimulating the personal development of students. Fairbanks (1998), for example, describes projects in which students are asked to write about issues in their own lives (e.g. divorce, a parent's alcohol abuse).…”

Section: Curricula For Moral Educationmentioning

confidence: 99%

Teaching strategies for moral education: a review

Schuitema¹,

Dam²,

Veugelers³

2008

Journal of Curriculum Studies

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Section: Curricula For Moral Educationmentioning

confidence: 99%

Teaching strategies for moral education: a review

Schuitema¹,

Dam²,

Veugelers³

2008

Journal of Curriculum Studies

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“…I don't like school." If literacy is intended to provide students with greater capacities to understand, interpret, and act in a social world (Dyson, 1993;Fairbanks, 1998;Street, 1995), then this classroom provided few opportunities to exercise such agency. The girls' sense of purpose in learning literacy was less motivated by their own interests and desires than external social pressures to participate in acceptable ways.…”

Section: Resultsmentioning

confidence: 99%

“…I like to be able to write letters about what's happening." This desire to use literacy for personally significant purposes has been documented in a variety of other studies and reports (Atwell, 1998;Fairbanks, 1998;Rief, 1992). These girls' preferences confirmed the conclusions drawn in other reports; they sought opportunities to connect the lives they lived both in and out of school.…”

Section: Colleen: Ok That's Okmentioning

confidence: 95%

Literacy Lessons: The Convergence of Expectations, Practices, and Classroom Culture

Fairbanks

Broughton²

2002

Journal of Literacy Research

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This paper examines the experiences that construct classroom culture in one sixth-grade language arts classroom and adolescent girls' negotiation and responses to their experience as class members. Over the course of the year, data were collected through classroom observations, monthly videotapes of class, interviews with the girls as they viewed their participation in class, and a teacher interview. Emergent themes based on analysis of observations and interviews with the girls included the girls' perceptions of their language arts experiences, their sense of themselves as students, being good, and boredom and disengagement. Findings revealed a classroom culture based primarily on procedures in which the purposes of literacy learning centered on the skills required for state-mandated testing. The girls' responses to this classroom culture suggested that they were adopting an orientation to literacy similar to their teacher's, even as they expressed a desire for a more personally meaningful curriculum. They were often bored and developed ways to manage their disengagement to avoid trouble with the teacher. Implications for ongoing research are discussed.

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“…Research also suggests that many teachers, including ELA teachers, lack basic sociolinguistic content knowledge (Smitherman & Villanueva, 2000). Especially in the content area of ELA, where language is the foundation of all the reading and writing skills taught, this lack of content knowledge often leads to harmful instructional practices and deficit views of students' literacy learning potential (Dyson & Smitherman, 2009;Fairbanks, 1998;Godley et al, 2007).…”

Section: Research On Teachers' Sociolinguistic Content Knowledgementioning

confidence: 99%