International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2007, Vol. 3(1) 29-43

Needed: Critics of Literacy Education with a More Inclusive Perspective 

Joseph Sanacore

pp. 29 - 43   |  Manu. Number: ijpe.2007.014

Published online: February 15, 2007  |   Number of Views: 92  |  Number of Download: 414

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Abstract

Journalists, book authors, and think tank members have been extremely critical of how literacy is presented in schools. Many of these critics who are inexperienced in literacy education believe that educators are inadequately teaching reading and writing. Those most critical of the “inadequate skills perspective” are usually experts in their respective fields, including neuroscience, speech-language pathology, and educational psychology. Not surprisingly, their fields of expertise are not fine-tuned in  the field of literacy.  These critics are more likely to promote balanced and constructive criticisms if they (a) hold graduate degrees in the areas in which they serve as critics, (b) collaborate with colleagues who believe in different points of view, (c) maintain rigorous peer-review standards before releasing research findings to the media, (d) have practical experience in schools, and (e) attend professional development sessions concerning big-picture perspectives and make observations in schools where these perspectives have been effectively implemented.

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How to Cite this Article?

APA 6th edition
Sanacore, J. (2007). Needed: Critics of Literacy Education with a More Inclusive Perspective  . International Journal of Progressive Education, 3(1), 29-43.

Harvard
Sanacore, J. (2007). Needed: Critics of Literacy Education with a More Inclusive Perspective  . International Journal of Progressive Education, 3(1), pp. 29-43.

Chicago 16th edition
Sanacore, Joseph (2007). "Needed: Critics of Literacy Education with a More Inclusive Perspective  ". International Journal of Progressive Education 3 (1):29-43.

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