A Relational Model of Adolescent Literacy Instruction

Disrupting the Discourse of "Every Teacher a Teacher of Reading"

Authored by: Donna E. Alvermann , Elizabeth Birr Moje

Theoretical Models and Processes of Literacy

Print publication date:  October  2018
Online publication date:  October  2018

Print ISBN: 9781138087262
eBook ISBN: 9781315110592
Adobe ISBN:

10.4324/9781315110592-22

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Abstract

In this chapter, we examine conditions that have enabled the discourse of “every teacher a teacher of reading” to exist for nearly a century, yet without widespread implementation in American secondary schools. We examine this phenomenon in three ways: first, through an overview of the key issues and individuals that have influenced models of adolescent literacy instruction in the past; second, through the use of Michel Foucault's (1984/1988) concept of genealogy, a historical analytic that makes possible the disruption of assumptions about the naturalness or inevitability of discourses, such as “every teacher a teacher of reading”; and finally, through a call for a relational model of adolescent literacy instruction that uses both a theory of action and a theory in action.

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