Teaching English in the Two-Year College Mar 2021

Feature: Questioning the Ethics of Legislated Literacy Curricula: What about the Pedagogical Rights of Postsecondary Readers?

Sonya L. Armstrong ; James Dyer ; Britt Posey ; James R. King ; Norman A. Stahl

Abstract

In this current era of policy and legislation driving curriculum and instruction in higher education, the field of college reading is grappling with how recent curricular mandates affect learners, particularly mandates that reduce or eliminate college reading instruction by assuming a one-size-fits-all approach. Questioning the ethical implications of this current reality led us to a key question: What are the pedagogical rights of undergraduate students with respect to literacy instruction? We argue here that college readers should have access to individually and culturally relevant literacy pedagogy that is intended to support their coursework and, ultimately, their lives. We therefore propose an initial draft of a bill of rights for college readers.

Journal
Teaching English in the Two-Year College
Published
2021-03-01
DOI
10.58680/tetyc202131201
CompPile
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Open Access
Closed
Topics
writing pedagogy graduate education literacy studies affect and writing
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Citation Context

Cited by in this index (2)

  1. Penner (2023)
    “What’s in a name?” Literacy Studies and Transdisciplinarity
    Teaching English in the Two-Year College
  2. (2021)
    Call For Proposals
    Teaching English in the Two-Year College

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CrossRef global citation count: 5 View in citation network → Build reading path →

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