Book chapter
Neoliberal-Ableism and Inclusive Literacy Education, Paradox of
Encyclopedia of Teacher Education, pp.1120-1125
Springer Nature Singapore
27/08/2022
Appears in Recent Faculty of Education Publications
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Abstract
Long understood as a social practice, literacy (and the teaching of literacy) is one of the controllable catalysts for addressing inequitable outcomes in education and positively impacting on a diverse range of learners. Yet, increased accountability and standardization over the past decade in literacy education pose unmitigated risks to this aspiration. As an example, the teaching of reading has in recent years succumbed to isolated skills of phonological awareness, phonics, fluency, comprehension, and vocabulary. These skills may have evidentiary weight. Yet sidelined by evidence of this kind are decades of research on the benefits of other approaches to reading, in addition to diverse ways of being, knowing, and accessing social practices via literacy. In this entry the focus is on the concept of neoliberal-ableism (Goodley and Lawthom 2019). Neoliberal-ableism is...
Details
- Title
- Neoliberal-Ableism and Inclusive Literacy Education, Paradox of
- Creators
- Jennie DukeBen WhitburnDavid Zyngier
- Publication Details
- Encyclopedia of Teacher Education, pp.1120-1125
- Publisher
- Springer Nature Singapore; Singapore
- Identifiers
- 991013047313402368
- Copyright
- © Springer Nature Singapore Pte Ltd. 2022
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Book chapter