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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Students Finding Voice in a College Classroom

7students finding voice in a college classroom

 

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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What’s in a label?

9whats in a label

 Reading Today, Vol. 25(5), April/May, 2008.

When we (those who can do school well) negatively label our students (to ‘their’ benefit for special services, we say), they become that label and often cannot shake it from their own consciousness or from the eyes of society for the rest of their lives.

Can we possibly find a better way to serve our students through practices of positive acknowledgment, respect and inclusion?

 

 

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Seeing color: Diversity as a palette for teaching

10seeing color diversity as a resource for teaching

 
In E.L. Brown & P. Gibbons (eds.) International Advances in Education: Global Initiatives for Equity and Social Justice, Vol. 2: Ethnicity and Race, pg 285-308. Information Age Publishing, 2011.

Under the prevailing deficit approach, students who are different from mainstream in terms of race, ethnicity, language, appearance, sexual orientation, children who come from low income families, from the wrong side of the tracks, or those labeled with any kind of ‘dis’ability, are considered less able to succeed in school. But the diversity of students can be used to enhance teaching and learning if we allow voices, experiences, lives, interests and strengths from outside of school to be brought into the school discourse.  A pedagogy of abilities acknowledges and makes use of the myriad colors in every classroom to paint possibilities of meaningful education for all students.

 

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