Literary practices as social acts : power, status and cultural norms in the classroom
Title: Literary practices as social acts : power, status and cultural norms in the classroom
Author: Cynthia Lewis
Publisher: Mahwah, N.J. : L. Erlbaum Associates, c2001
Call no.: LB1575.5.U5 L49 2001
From the Publisher:
This book examines the social codes and practices that shape the literary culture of a combined fifth/sixth-grade classroom. It considers how the social and cultural contexts of classroom and community affect four classroom practices involving literature–read aloud, peer-led literature discussions, teacher-led literature discussions, and independent reading–with a focus on how these practices are shaped by discourse and rituals within the classroom and by social codes and cultural norms beyond the classroom. This book’s emphasis on intermediate students is particularly important, given the dearth of studies in the field of reading education that focus on readers at the edge of adolescence.
About the Author
Cynthia Lewis is a professor at the University of Minnesota’s department of Curriculum and Instruction. Her research and teaching focus on literacy as a social and critical practice, with an emphasis on the connection between literacy practices and social identities. Currently, she has a grant from the Spencer Foundation to study critical engagement in English/Language Arts classrooms in urban, high-poverty high schools. Specifically, this research examines how critical engagement is constructed through classroom discourse and literacy practices that shape and are shaped by social identities and institutional contexts. Her earlier research has focused on classroom discourse and response to literature among early adolescents, response to multicultural literature among rural white teachers, and, young people’s uses of digital literacies.