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"Smagorinsky, Peter"
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Creativity and community among autism-spectrum youth : creating positive social updrafts through play and performance
\"This edited volume explores the roles of socially-channeled play and performance in the developmental trajectories of young people who fall on the autism spectrum. The contributors offer possibilities for channels of activity through which youth on the autism spectrum may find acceptance, affirmation, and kinship with others. \"Positive social updraft\" characterizes the social channels through which people of difference might be swept up into broader cultural currents such that they feel valued, appreciated, and empowered. These currents not only have an upward motion themselves, they also catch other elements in their draft and carry them up in their flow. A social updraft provides cultural meditational means that include people in a current headed \"upward,\" allowing people of atypical makeups to become fully involved in significant cultural activity that brings them a feeling of social belonging\"--The publisher.
Book
Emotions, empathy and social justice education
Purpose
This study aims to consider the role of emotions, especially those related to empathy, in promoting a more humane education that enables students to reach out across kinship chasms to promote the development of communities predicated on a shared value on mutual respect. This attention to empathy includes a review of the rational basis for much schooling, introduces skepticism about the façade of rational thinking, reviews the emotionally flat character of classrooms, attends to the emotional dimensions of literacy education, argues on behalf of taking emotions into account in developmental theories and links empathic connections with social justice efforts. The study’s main thrust is that empathy is a key emotional quality that does not come naturally or easily to many, yet is important to cultivate if social justice is a goal of education.
Design/methodology/approach
The author clicked Essay and Conceptual Paper. Yet the author required to write the research design.
Findings
The author clicked Essay and Conceptual Paper. Yet the author required to write the research design.
Research limitations/implications
The author clicked Essay and Conceptual Paper. Yet the author required to write the research design.
Originality/value
The paper challenges the rational emphasis of schooling and argues for more attention to the ways in which emotions shape thinking.
Journal Article
The Creation of National Cultures through Education, the Inequities They Produce, and the Challenges for Multicultural Education
This essay compares and contrasts the educational movements of three nations—the United States, Mexico, and the Soviet Union—established according to Eurocentric cultural values. In each country, mass education was undertaken to help produce an assimilative national culture during formative periods characterized by instability. In two of these nations, the U.S. and Mexico, this foundation eventually required an accommodation to address multiculturalism. This latter-day perspective is designed to recognize, respect, and appreciate a variety of cultures. This essay examines the ways in which these two oppositional goals—monoculturalism and multiculturalism—have intersected in schools.
Journal Article
Arguing and Listening for Civic Engagement
To highlight the importance of civil discourse, an English education scholar worked with teachers to develop strategies for teaching argument that promote respectful engagement with controversial topics.
Journal Article
The discourse of character education
In this book Peter Smagorinsky and Joel Taxel analyze the ways in which the perennial issue of character education has been articulated in the United States, both historically and in the current character education movement that began in earnest in the 1990s. The goal is to uncover the ideological nature of different conceptions of character education. The authors show how the current discourses are a continuation of discourse streams through which character education and the national purpose have been debated for hundreds of years, most recently in what are known as the Culture Wars--the intense, often passionate debates about morality, culture, and values carried out by politicians, religious groups, social policy foundations, and a wide range of political commentators and citizens, in which the various stakeholders have sought influence over a wide range of social and economic issues, including education. The centerpiece is a discourse analysis of proposals funded by the United States Department of Education's Office of Educational Research and Improvement (OERI). Discourse profiles from sets of states that exhibit two distinct conceptions of character are examined and the documents from particular states are placed in dialogue with the OERI Request for Proposals. One profile reflects the dominant perspective promoted in the U.S., based on an authoritarian view in which young people are indoctrinated into the value system of presumably virtuous adults through didactic instruction. The other reflects the well-established yet currently marginal discourse emphasizing attention to the whole environment in which character is developed and enacted and in which reflection on morality, rather than didactic instruction in morality, is the primary instructional approach. By focusing on these two distinct regions and their conceptions of character, the authors situate the character education movement at the turn of the twenty-first century in the context of
eBook
Is Instructional Scaffolding Actually Vygotskian, and Why Should It Matter to Literacy Teachers?
In this commentary, the author reconceives Vygotsky's zone of proximal development (ZPD), particularly its conflation with the notion of instructional scaffolding. The author reviews Vygotsky's description of the ZPD and how it has come to be misinterpreted; summarizes Wood, Bruner, and Ross's introduction of the scaffolding metaphor and how it emerges from a poor translation; and provides a different, more accurate translation of the ZPD as the zone of next development as available in the documentary film The Butterflies of Zagorsk. The author argues that the conflation of scaffolding with the ZPD has produced a trivialization of Vygotsky's greater body of work, which focused on long‐term, socially mediated human development not short‐term learning. The author makes a case for contextualizing Vygotsky's attention to the ZPD (better translated as zone of next development) in a broader reading of his work and its emphasis on how people develop over time rather than through brief pedagogical intervention.
Journal Article
Disciplinary Literacy in English Language Arts
This article explores the complexity of learning the literacy practices and conventions in the discipline of English language arts. Literacies are explored in the areas of writing/composition, reading/literature, and language/grammar, with attention to the situated nature of proper expression and understanding with respect to each. The author illustrates how different communities of practice produce expectations that require an understanding of not only print conventions but also the social practices that they follow from. The author urges teachers to prepare students for literacy development so they engage the world outside the classroom through language and related modes of communication in ways that enable them to understand others and to express their own views with fidelity to their intentions and clarity to their listeners and readers.
Journal Article
Service-Learning in Literacy Education
This collection describes service-learning programs in teacher education for literacy, secondary English, and elementary language arts. It provides rationale, course design, outcomes, and helps educators develop similar initiatives. It fills a gap in knowledge with field-tested results and promotes service-learning broadly.
eBook