Publications

The following are articles and chapters that were published, reflecting my studies and research focused on the possibilities inherent in the power of literacy.

Word-Slam Stories as Venues for Stimulating Learning and Developing Agency with Urban High School Students

With Limor Pinhasi-Vittorio, Ph.D.

Word-slam was used with our high school urban students as instrument and method to elicit engagement with learning and develop agency through personal storytelling. The word-slam text (as it appears on YouTube and in hard-copy format as well) was chosen due to its being a personal story (of which we are all experts), an alternative, artistic and critical form of text that our students could relate to directly as the format and content were relevant to their lives and experiences. By using the text as a mentor text and studying the author’s craft together, students were able to write, rewrite and develop their own word-slam stories, carving out a space for themselves to be seen and heard.
Keywords: Word-Slam, Urban Youth, High School, Engaged Learning, Personal Stories, Agency

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A quest for re-scripting the narrative of education failure: Initial steps in a journey

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Radical Pedagogy, Vol. 11(1), Winter 2014

With Limor Pinhasi-Vittorio, Ph.D

This paper describes the experiences and reflections of two scholars as they began an ethnographic research project attempting to rethink and re-imagine possibilities of learning/teaching with highly vulnerable students in an inner city high school. The work is rooted in critical theory and presents ongoing reflection and action regarding the students’ as well as the researchers’ mindsets, practices and interactions. Analysis of the data promoted the realization that voice in underrepresented groups resides in counter-narratives that must become part of the educational discourse in order for disenfranchised students to embrace school learning.

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Today I am proud of myself

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Today I am proud of myself: Telling stories and revaluing lives
In D. Caracciolo & A. Mungai, (eds.) In the spirit of Ubuntu: Stories of teaching and research. Sense Publishers, 2009.

In a weekly literacy class at a home for recovering women we worked on critically reading texts that led to writing lives. Writing down experiences, becoming aware and thinking about events critically, allowed the participants to rethink their stories and revalue themselves , their families and their experiences.

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Students Finding Voice in a College Classroom

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Students Finding Voice in a College Classroom:
Reflections on a Teaching/Learning Journey
Curriculum and Teaching, Vol. 23(1), 2008

Most students come to Developmental Reading classes considering reading a book to be a form of severe punishment. To counter such aversion, I developed a counter-hegemonic, inclusive and caring pedagogy that informs a curriculum relevant to the students’ lives allowing them to revalue reading and its potential for self-empowerment. By semester’s end many students describe themselves as readers, having begun to realize their inherent powers in negotiating texts.

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