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

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
Open Access: Closed
Topics: graduate education affect and writing

Citation Context

Cited by in this index (2)

Penner (2023)

“What’s in a name?” Literacy Studies and Transdisciplinarity

Teaching English in the Two-Year College
(2021)

Call For Proposals

Teaching English in the Two-Year College

Cites in this index (0)

No references match articles in this index.

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