Inbunden, Engelska, 2021

Teaching English in Rural Communities

Toward a Critical Rural English Pedagogy

Av Robert Petrone, Allison Wynhoff Olsen

1249 kr

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Beskrivning

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, particularly 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.

Produktinformation

Utgivningsdatum: 2021-04-15
Mått: 161 x 227 x 20 mm
Vikt: 454 g
Format: Inbunden
Språk: Engelska
Antal sidor: 182
Förlag: Bloomsbury Publishing Plc
ISBN: 9781475849165
Utmärkelser: Winner of Edward B. Fry 2023 Book Award 2023

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Mer information

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.

Recensioner i media

As an African American educator who grew up in a rural setting and whose family history is tied to the rural Midwest, I welcome a study like Teaching English in Rural Communities. Petrone and Wynhoff Olsen don’t write about rural folks; they write with them and for them in this enlightening work. Offering an approach to teaching English to rural students that helps them to “critically engage” and confront constructions of rurality that demean and devalue their own experiences and identity, this book shows us the ways that rural English teachers are already empowering their students to see themselves as vital and important thinkers, acters, and citizens. In a cultural moment when the rural/urban divide seems as profound as ever and rural spaces are dismissed as nowheres whose only value lies in what they can provide for cities, Petrone and Wynhoff Olsen emphasize a place-based pedagogy that encourages rural students to develop a critical awareness of their own identities, the places where they live, and how both are perceived culturally. Most importantly to me, Petrone and Wynhoff Olsen embrace the diversity of rural experience, highlighting decolonizing pedagogies that recognize the sovereignty of indigenous people and their land and acknowledging the existence of BIPOC folks in rural spaces. Resisting the conflation of whiteness and rurality, this study demonstrates the ways that Critical Rural English Pedagogy can provide a powerful challenge to popular conceptions of rurality through the deployment of a critically-engaged, decolonizing English curricula.

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