Contact us on (02) 8445 2300
For all customer service and order enquiries

Woodslane Online Catalogues

Teaching English in Rural Communities

Toward a Critical Rural English Pedagogy
Description
Author
Biography
Table of
Contents
Google
Preview
Showcasing the voices, perspectives, and experiences of rural English teachers and students, Teaching English in Rural Communities promotes equity, diversity, and inclusivity within rural education. Specifically, this book develops a Critical Rural English Pedagogy (CREP), which draws attention to issues of power, representation, and justice related to rurality. Based on the assumption that "rurality" is a social construct, CREP critiques deficit-laden stereotypes and renderings of rural places and people that circulate in media, popular discourse, and even education at times. In doing so, CREP opens up possibilities for educators and students to use the English classroom as a space to better understand the complex issues they face as rural people and ways to promote more nuanced and comprehensive representations of rurality. In particular, this book highlights English rural classrooms whereby students examine representations of rurality in literary and media texts; decenter dominant settler-colonist narratives of rural spaces, places, and people; develop understandings of Indigenous perspectives and cultural practices, particular related to land stewardship; and engage in local outreach to promote inclusivity within rural communities. This book also gives special attention to ways race and racism may factor into literacy education in rural contexts and possibilities for rural educators to attend to these issues.
Robert Petrone is associate professor of literacy education and critical youth studies at the University of Missouri. His research focuses on the intersections of learning and literacy in youth cultures, textual representations and theoretical reconceptualizations of adolescence/adolescents, and English (teacher) education. He is coauthor (with Sophia Sarigianides and Mark A. Lewis) of Re-thinking the "Adolescent" in Adolescent Literacy. Allison Wynhoff Olsen is associate professor of English education, writing, and linguistics at Montana State University, where she is also a director of the Yellowstone Writing Project. Her current research includes explorations of rural English teaching, with a focus on learning over time, teachers' emotional strain, and pre-service teacher preparations; examining intersections between talk and writing; and a development of a particular kind of argument, a listening argument.
Foreword: Valerie Kinloch, PhD Acknowledgements Preface: Robert Petrone & Allison Wynhoff Olsen Part One: Why a Critical Rural English Pedagogy? Chapter One-Moving Toward a Critical Rural English Pedagogy Robert Petrone & Allison Wynhoff Olsen Part Two: Inside Rural English Classrooms Chapter Two-We Ain't Much to Look At: Teaching about Rurality through Literary Texts Alli Behrens, Robert Petrone, & Allison Wynhoff Olsen Chapter Three-Who has a "Place" in Place-Based Pedagogy?: Indigenizing Rural English Education Melissa Horner, Robert Petrone, & Allison Wynhoff Olsen Chapter Four-Linking Local Communities to Critical Rural English Pedagogies Elizabeth Reierson, Catherine Dorian, Robert Petrone, & Allison Wynhoff Olsen Part Three: Moving Forward Chapter Five-Re-thinking Race/ism & Rurality in English Education Robert Petrone, Melissa Horner, & Allison Wynhoff Olsen Chapter Six-Opportunities & Challenges in Moving Toward a Critical Rural English Pedagogy Robert Petrone & Allison Wynhoff Olsen Appendix A: Assignment Sheet for Textbook Entry Appendix B: Student Sample Index
Google Preview content