The following are articles and chapters that were published, reflecting my studies and research focused on the possibilities inherent in the power of literacy.
A pedagogy of fusion: An educational response to diversity and complexity.
The International Journal of Diversity in Organizations, Communities and Nations, Vol. 5(5), 167-172, 2006.
A very special inner-city school in Israel creates an inclusive pedagogy that provides equitable learning chances for its diverse student body: 300 children from 38 countries, speakers of 18 different languages. The great diversity of students is leveraged for enhancing the teaching/learning experiences based on 3 guiding ideas: all human beings are worthy, there is a social need for every person’s input, and every person has the right to succeed.
Literacy and Power: The Shiyour as a site of subordination and empowerment for orthodox Jewish women
Journal of Feminist Studies in Religion, Vol. 27(1), Spring 2011, pp. 53-74.
Once a week, late at night, a group of otherwise very busy Jewish women of the orthodox Jewish Chabad community, leave their children, husbands and homes to attend a shiyour- a religious lesson given by and to adult women. Within a situation of restricted access to literacy, the teachers use specific texts and language to reproduce cultural knowledge regarding group and personal identity. Deconstructing the shiyour will demonstrate the function of these literacy events in reiterating group borders and creating social and temporal networks, while covertly serving to uphold the traditional gender hierarchies that allow only males of the community access to public power and formal status positions. The women, however, manage to turn around this literacy practice into an empowering and equalizing experience
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