The following are articles and chapters that were published, reflecting my studies and research focused on the possibilities inherent in the power of literacy.
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.
It sounded too good to be true when I first heard about the Tel-Aviv School in a short televised report: inner-city children from all over the world are thriving within an inclusive, accepting pedagogy, respectful to all and lead by empowered teachers? Long term research documented the processes and products of the school and the children and proved that by rethinking schooling and its traditional mechanisms, we can find a better way to reach and teach all students. No excuses.
Dissertation. Hofstra University. MI: UMI Dissertation Services. 2003.on
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