The following are articles and chapters that were published, reflecting my studies and research focused on the possibilities inherent in the power of literacy.
Possibilities inherent in a learning-centered pedagogy: Accessing and leveraging the richness of human capacity.
With Limor Pinhasi-Vittorio
Encounter: Education for Meaning and Social Justice, Vol. 25(4), Winter 2012, pp. 1-19.
Learning is optimized in a physically, emotionally and mentally safe space where everyone belongs and every voice counts. Changing our practice from a focus on teaching and curriculums to a focus on learners and learning allows us to envision classrooms where experience, discovery and learning are accessible to all students. Incorporating knowledge about how the human brain functions, we are proposing an ability approach to education where all abilities and strengths are accepted and respected as important componebts of the social fabric.on
Portraits and possibilities: Empowerment through literacy.
In Dr. M. Miller & Dr. K. P. King (eds.) Empowering women in literacy: Views from experience. Information Age Publishing, 2009.
Raising student voices begins with letting them take authority of their own life stories: becoming aware of the powers they have to define their own reality and tell their lives, valuing themselves and their experiences, dreaming and expecting better. One of the ways we work together toward these goals is through self-portraiture: different ways by which our class participants present and represent themselves and their experiences in writing and in art.on
Raising voices through the arts: Creating spaces for writing for marginalized groups of women.
With Limor Pinhasi-Vittorio, Ph.D.
Perspectives – New York Journal of Adult Learning, Vol. 7(1), 2-15, 2008-2009.
This article is focuses on the use of various art forms to prompt written expression as segue to liberating voices of adult women learners who are marginalized in society. The goal is to demonstrate the development of personal voice and written expression as it progresses over time and experience.on
Reading to fly: Access to reading across diversity
Encounter: Education for Meaning and Social Justice, Vol. 23(1): 46-50, Spring 2010.
When we focus on responses to reading rather than to the act of reading, it doesn’t matter if the student has read every page or if she liked the book, if the she is rereading a book or what ‘level’ the book is on, whether only the action parts were read or only the dialogue. Independent reading is ultimately about some form of thoughtful engagement with a text and the personal treasures (learning) we pick up during reading. Responses to texts in any format are learning outcomes that reflect these treasures and can be viewed from an inclusive perspective using an abilities approach across the diversity of students: we can assess what each student was able to learn and/or take away from the text. Every student responding to the text achieves success, and when students associate reading with a positive, pleasant, interesting experience, reading comes closer to the heart.
Respecting students’ cultural literacies
Educational Leadership, Vol. 61(2) 80-82, October 2003. Teaching All Students.
Recognizing students’ out-of-school literacies helps create inclusive environments and meaningful educational experiences.