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