GARN RECOMMENDED READING: Garn Press Women Scholars Series
A weekly book series from Garn Press featuring our recommended book for the week. This week’s special recommended reading includes three great books from the Garn Press Women Scholars Series:
- Negotiating a Permeable Curriculum by Anne Haas Dyson, edited by Bobbie Kabuto – available for purchase.
- Great Women Scholars: Yetta Goodman, Maxine Greene, Louise Rosenblatt, Margaret Meek Spencer – available for purchase.
- Teaching without Testing: Assessing the Complexity of Children’s Literacy Learning by Denny Taylor, edited by Bobbie Kabuto – coming soon April, 2017.
Negotiating a Permeable Curriculum: On Literacy, Diversity, and the Interplay of Children’s and Teachers’ Worlds
20% off the paperback book on Amazon, just $11.15
Negotiating a Permeable Curriculum: On Literacy, Diversity, and the Interplay of Children’s and Teacher’s Worlds, by Anne Haas Dyson (author) and Bobbie Kabuto (editor), is part of the Garn Press Women Scholars Series. Originally printed in 1993 in the National Council of Teachers of English (NCTE) Concept Paper Series, Negotiating a Permeable Curriculum revisits Dyson’s powerful concept of a permeable curriculum, a socially constructed learning space created by teachers and children.
Negotiating a Permeable Curriculum is a timeless piece as it is relevant to current moves in education with the implementation of the Common Core State Standards (CCSS). In 2010, the CCSS were released as a set of standards devised to create national benchmarks of student knowledge and skills in literacy and math. While not specifically mentioning curriculum, the CCSS explicitly outlines what should be taught from kindergarten to grade 12 and, therefore, it has had a major impact on establishing a national curriculum and assessment system led by private, corporate companies.
Challenging the standardization of learning, Dyson asks readers to push back the “curricular curtain” to wonder about the complex social and intellectual work in which children engage when they become writers. The emphasis on becoming focuses on how learning to write is always a dynamic state, as children learn about themselves while they learn about written language. In Negotiating a Permeable Curriculum,Dyson provides concrete examples of the social and cultural challenges learning to become writers entails. Dyson highlights how teachers can enact a permeable curriculum so that the worlds of teachers and children come together in instructionally powerful ways.
Great Women Scholars: Yetta Goodman, Maxine Greene, Louise Rosenblatt, Margaret Meek Spencer
Paperback and eBook Now Available on Amazon. Print book just $7.95.
Reading as a transactional process, reader-response, the ways texts teach, miscue analysis, kid watching, social responsibility and imagination, our existential existence, I am not yet, not yet, are all ideas that are part of who we are, but would not be without Yetta Goodman, Maxine Greene, Louise Rosenblatt, and Margaret Meek Spencer. On Friday, September 21st 2001, ten days after 9-11, Yetta, Maxine, Louise, and Margaret spoke about their lives and work, what makes teaching sublime, and about the dark side of imagination. To keep hope alive, to continue to imagine life as it could be otherwise, and for the sake of future generations and ourselves, it is important that we read what they had to say and continue to learn from them.
Excerpted Quotes from Great Women Scholars – Yetta Goodman, Maxine Greene, Louise Rosenblatt, and Margaret Meek Spencer.
“That’s what it took,” Yetta said. “I tell students to stop and look at the things that they think are the most negative about themselves and to ask how can they can use those things in positives ways, as strengths. The negative things that we take for granted are also our strengths. That’s what I began to learn, little by little.”
Margaret Meek Spencer
“One strand of the Faulkner experience has remained with me,” she said. “Most of my research included huge inputs by thinkers like Piaget, Vygotsky, Bruner, and the French philosophers, who are the other non-English strand of my thinking. But although I had to study linguistics, from Saussure on, I never gave up teaching poetry and literature generally.”
“The point of being incomplete,” Maxine continued, “feeling like I am no nearer an answer, is that I do philosophy. And philosophy doesn’t have to do with answers, it has to do with questions, and most of the questions are unanswerable empirically, logically. It means more questions, like: ‘What is beauty?’ ‘What is justice?’ ‘What is freedom?’ There are no empirical answers to any of those.”
“Mutual aid, my father’s whole point was that the struggle for survival was not the only thing that happened in evolution,” Louise said. “There was mutual aid. There was cooperation. There was care and fidelity among animals as well as among humans.”
COMING SOON! Teaching Without Testing: Assessing the Complexity of Children’s Literacy Learning
Coming Soon: Available April, 2017
- Book Excerpt: “Teaching Without Testing” – The Importance of Biographic Literacy Profiles
- Book Excerpt: “Complexity Theory and the Reorganization of Public Schools” An Excerpt from Teaching Without Testing
Teaching without Testing: Assessing the Complexity of Children’s Literacy Learning by Denny Taylor (author) and Bobbie Kabuto (editor), is the second book in Garn Press Women Scholars Series. This book revisits Taylor’s seminal and influential work based on her Biographic Literacy Profiles Project. Teaching without Testing: Assessing the Complexity of Children’s Literacy Learning is a timely book that challenges the scientific assumptions of standardized testing in developing effective instruction to meet the literate lives of all students. Through detailed observations of student learning, Taylor encourages readers to consider alternative ways of assessing children’s reading and writing based on observable literacy behaviors. Supporting a humanistic perspective to the education of children, Taylor argues that standardized and diagnostic methods of assessment and teaching, based on test-driven, cooperate-led accountability practices, have detrimental effects on children, and result in the de-professionalization of teachers. This is a book which respects the commitment, knowledge, and experience of public school teachers and which recognizes the incredible intellectual capability of the students who attend public school.