Hybridization, Resistance, and Compliance: Negotiating Policies to Support Literacy Achievement

Author: Kersten, Jodene¹

Source: The New Educator, Volume 2, Number 2, April-June 2006 , pp. 103-121(19)

Publisher: Routledge, part of the Taylor & Francis Group

Key:

- Free Content

- New Content

- Subscribed Content

- Free Trial Content

Abstract:

This article discusses a veteran teacher's literacy pedagogy in response to policies at the district, state, and national level. The yearlong ethnographic case study analyzed the teacher's resistance, compliance, and innovative hybridization of both “official” and “unofficial” curriculum. The author collected data through weekly co-planning sessions with the teacher and intern, field observations, analysis of policy documents and curricular frameworks, and formal and informal interviews. Findings showed that the teacher's hybridized literacy pedagogy engaged students and yielded significant growth in literacy as measured by authentic and standardized assessments. The paper concludes by offering implications for teacher educators and K-12 practitioners.

Document Type: Research article

DOI: 10.1080/15476880600657272

Affiliations: 1: California State Polytechnic University, Pomona, California, USA

The full text electronic article is available for purchase. You will be able to download the full text electronic article after payment.

$38.34 plus tax Refund Policy