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"This essay explores intersections between reading and privilege and moves out from a survey of faculty reading practices to consider what is at stake in distinguishing between "real" and "instrumental" reading. Allen argues that, as privileged subjects, teachers can best help students approach reading as the negotiation of uncertainty when teachers themselves undertake such negotiation. That is, instructors do well to consciously inhabit and emotionally integrate their own contradictory desires for reading-the desire for institutional viability associated with instrumental reading, on the one hand, and the desire for the leisured thought of real reading, on the other."

This article uses Foucault's (1977/1995) concept of normalization to analyze contemporary opposition to bilingual education in the United States. These contemporary movements have 'normalized' English language learner (ELL) students by appropriating the technology of language in order to become 'Americanized.' This has become urgent and emergent in educational research, in part, because of the growing number of ELL students in United States' public schools. English-language proficiency is an essential element for academic success in the US's current English-only, high-stakes testing environment. This analysis questions the notion of an ideal American as the standard for how educators implement English-only curriculum and pedagogy for ELL students. The article concludes with a critique of the impact and implications of 'normalizing' ELL students with an English-only education.

This article uses Foucault's (1977/1995) concept of normalization to analyze contemporary opposition to bilingual education in the United States. These contemporary movements have 'normalized' English language learner (ELL) students by appropriating the technology of language in order to become 'Americanized.' This has become urgent and emergent in educational research, in part, because of the growing number of ELL students in United States' public schools. English-language proficiency is an essential element for academic success in the US's current English-only, high-stakes testing environment. This analysis questions the notion of an ideal American as the standard for how educators implement English-only curriculum and pedagogy for ELL students. The article concludes with a critique of the impact and implications of 'normalizing' ELL students with an English-only education.

"Gayatri Chakravorty Spivak's long career as teacher, theorist and activist has been characterised by a sustained commitment to pedagogy, and in particular by an awareness of how the dilemmas and problems that teaching throws up - whether in the classrooms of subaltern communities in West Bengal or in the seminar rooms of Columbia University - can offer a beginning for theoretical reflection. Such problems, which often serve as anecdotal starting points in her essays as Spivak describes moments of problematic encounter with resistance, confusion, privilege and silence, often work to trip up, in enabling ways, the kinds of paradigms that theory might otherwise want to impose, whether onto notions of cultural, social or gender difference, or onto ideas of development and globality. They are occasions for Spivak to draw attention to the ideological conditions in which differing forms of education (elementary and tertiary, Southern and Northern, public and private) operate, sutured as they are in their different ways to the nation-state. Yet an equally longstanding insistence of Spivak's work, from earlier essays such as her review of Derrida's Limited Inc, 'Revolutions that as Yet Have No Model' (1980) through to later works such as Other Asias (2008) has been that the classroom, whether located in rural West Bengal or in New York, offers a crucial site for the training of the imagination into the possibility of a different, collective political life of the future."

But, just as academics have, for years, sought to critically interrogate texts as part of the classroom, working with students to deconstruct and decode articles, poems, plays, novels, non-fiction books, films, games, and more, we would argue that technology also has become a text, one which plays a central role in our lives and that of our students. What is the relationship between a critically engaged activism, pedagogy, and technology? What does radical teaching with technology look like? How do we, as radical teachers, ensure that we and our students are shaping the content and meaning of technology rather than just being shaped by it? Teaching today, from K-12 through graduate school, is ubiquitously tied to digital technology, and the call to make it more so grows. Institutional resources are increasingly directed toward classroom digital initiatives. The "digital divide" discourse, abandoned for a while

"This article examines some of the central paradoxes of vernacular language use in the classroom and suggests methods for converting those paradoxes into productive teaching opportunities. Beginning from a linguistic point of view, the authors discuss the devaluing and marginalization of the vernacular in educational settings and then move on to literary examples, demonstrating how vernacular literature generates its own transnational conversation. The authors propose concrete strategies for incorporating vernacular language and literature in language arts, composition, and literature classrooms at secondary and university levels."

This article documents a scholarship of teaching and learning project designed to help literature students cultivate the core disciplinary skill of reading for complexity. We offer a close reading of student responses from a collaboratively designed lesso

The notion of `truth' is one of the most important concepts within critical thinking and critical pedagogy as well as in other traditions or theories, and truth is seen by many as the outcome of inquiry. In this article I will argue for an alternative not

In this article we focus on new methods of multimodal digital research and teaching that allow for the increasingly rich representation of language and literacy practices in digital and nondigital environments. These methodologies-inflected by feminist re

"The paper positions education and learning in the context of Gilles Deleuze's ethico-political philosophy oriented to becoming-other amidst experiences and events. Deleuze's unorthodox affective epistemology is inseparable from ethics in terms of real-life consequences at the level of practice. The paper presents the critical and clinical analysis of experiential events as texts comprising a mode of the informal pedagogy in terms of creating new concepts, meanings, and values for experience. The logic of sense foregrounds ethical evaluations of experience with regard to multiple directions we might take in novel situations, which disrupt common sense with problems that do not yet yield answers as univocal and unidirectional solutions. The paper conceptualizes a model of the new ethics of integration as a follow-up to the ethics of care in education informed by the relational self-other dynamics and moral interdependence."

"The questions that animate Sangeeta Ray's engaging new book on Gayatri Chakravorty Spivak bear upon teaching and learning. The push and pull of being both student of Spivak's work and teacher of that work in the classroom and in the medium of the book are palpable from the first pages. We begin with a heading of "Partial Beginnings," and soon the "impossible" task of a book on Spivak is invoked (1). "[H]ow would I write her without diminishing her presence?" (1) asks Ray, facing, in fact, the double bind confronting every teacher: how to respond responsibly to the subject they have to teach. As Ray points out, Spivak calls attention to the play in Derrida's French between répondre à and répondre de that formalizes several options here. Thus, "give an answer to," "answering to," "being answerable for" (Spivak, "Responsibility," 61; Ray, 72).1 None is predictably the right thing. Caught in this double bind, the teacher is left without a reliable device with which to calculate what her answerability to the material to be taught should be. So we receive "a version of the many possible books that were discarded and rewritten" (Ray, 1). Maybe it all sounds a bit dramatic, but in fact it's an experience of everyday life: like everyone, the teacher must decide how to go on, but every "instant of decision is a madness . . . a decision of urgency and precipitation, acting in the night of nonknowledge and nonrule" (Derrida, "Force of Law," 255). In her continuously reflexive engagement with the texts of Spivak, Ray does not cease reminding her readers that the urgent, productively anxiety-inducing scene of pedagogy is acted out in those texts."

This essay addresses Gilles Deleuze's "pedagogy of the concept" as grounded in the triadic relation between percepts, affects, and concepts. Philosophical thinking based on the "logic of affects" necessarily leads to the creation of novel concepts in/for

The Journal of Media Literacy Education is an online interdisciplinary journal that supports the development of research, scholarship and the pedagogy of media literacy education. The journal provides a forum for established and emerging scholars, media p

This paper identifies several key issues that have emerged through the debate over English as a Lingua Franca (ELF), and suggests a practice-based perspective-which treats language not as a fixed system but as an emergent product of speakers' practices-as a guide for reconsidering some fundamental assumptions of the ELF research project. In particular, this paper suggests viewing ELF not as a variety, but as an activity type, where the goal of interaction involves the need to communicate in a situation where the participants do not share the same first language. It claims that such a reconceptualization can help us explore the accommodative practices of ELF speakers with greater sensitivity to issues of power, enrich our understanding of intelligibility and how it is mediated by language ideologies, and develop a pedagogy that emphasizes greater cross-cultural awareness and sensitivity.

"In 2003, the Ontario Ministry of Education in Canada began promoting popular media as a pedagogical tool, especially for 'reluctant' readers. This 'pedagogy of the popular' is instituted within a critical media literacy framework that draws on the values and codes of multiculturalism to counter the consumerist messages students encounter in nontraditional texts. The model of civic citizenship promoted by the critical media literacy curriculum, however, fails in its ambitions to provide a counterweight to the neo-liberal model of consumer citizenship. Insofar as its critique is grounded in a multicultural politics of representation, Ontario's media literacy curriculum fails to deeply interrogate the social roots of conflict and discrimination. As a result, it only weakly challenges, and is unlikely to displace, the post-Keynesian-era model of citizenship education in which the values of universality and inclusiveness are subsumed to an ethos that naturalizes the practices and moral codes of the marketplace."

This article describes the culture of some English departments and the value system often attached to various forms of media in them. Because English studies so often values the letter, texts, and the consumption of these, it's been caught in its own hier

An enhanced pedagogy, informed by the contemporary Jungian idea of the cultural complex, may help reveal the invisible cultural prohibitions in transformative learning environments. In this article, transformative learning as individual knowledge and capa

This essay uses Jessica Benjamin's concept of intersubjectivity to consider a third space in the classroom, outside the teacher-centered or student-centered polarity. The intersubjective third space is characterized by the interplay of inner fantasy and r

Engaging the term rhetoricity, which refers both to Cultural Literacy as text and cultural literacy as concept, Cook claims that the most productive pedagogical component of Hirsch's proposal-the sophisticated rhetorical sensibility on which the entire co

The increasing number of higher degree research students from China in the universities of multicultural Australia as elsewhere has added to the mounting interest in pedagogies of postgraduate supervision. This paper explores the proposition that efforts