Publication Date: May 26, 2004
Series: Language and Literacy Series
This book offers a rare examination of the secondary English curriculum, focusing on current trends and looking pragmatically at reform initiatives. Providing both a review and a heads-up about what's new—or what should be new—in English classrooms, this accessible text:
Barrie R. C. Barrell is Professor of English Education at Memorial University of Newfoundland. Roberta F. Hammett is Associate Dean for Graduate Programs, Faculty of Education, Memorial University of Newfoundland. John S. Mayher is Professor of English Education at New York University, where he also serves as Director of Teacher Education. Gordon M. Pradl is Professor of English Education at New York University.
“In this book, Barrell, Hammett, Mayher, and Pradl meet the old and new challenges to English education head on. They’ve assembled a celebrated group of educators and researchers who take up the issues of text, reading, writing, culture, knowledge, and history.”
—From the Foreword by Patrick Shannon
“This remarkable book provides a “big picture” look at a profession urgently in need of redefinition, and points the way with both thoughtful exploration and practical classroom ideas.”
—Harvey Daniels, National-Louis University
“This book disturbs as powerful art does, and it provides clarity of vision as good writing about education must. Reflecting a strong commitment to social justice and an intellectual sharpness about linguistic and cultural variation, this manifesto shows by example that there will be forever among us some people who will challenge narrow and disabling views about English Language Arts.”
—Keith Gilyard, Pennsylvania State University
We need this book now. Close attention to curriculum, classrooms, and students provides nuanced portraits of English teaching and learning today while acknowledging the influences of historical, political, and social contexts. Including perspectives of both Canadian and US educators—established and emerging—effectively reinforces the editors’ goals of “invit(ing) possibility rather than assert(ing)closure” (ch.1).
The editors have created a text that is both practical and provocative. I cannot wait to discuss it with our preservice teachers. They will gain insights into not only the “how’s” and “why’s” of English education but also the reforms required if English language arts educators are to support the goals and aspirations of an educated society.
—Louann Reid, Associate Professor of English and Director of English Education, Colorado State University, Editor, English Journal, the official publication of the Secondary Section of NCTE.