Journal Review Presentation

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Journal Review Presentation

• Andrew Jeter
• INMD 410
• July 29, 2002

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Feminist Literary Criticism

• Purpose To introduce young high school women to
  feminist literary criticism in order to make
  reading and writing about literature more
  meaningful for the students.

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Theory Hypothesis

• Theory Feminist literary criticism predicts that
  a womens only space will deconstruct the male
  dominated criticism that usually surrounds a
  piece. In doing so, women are empowered to not
  only see the literary piece anew but, likewise,
  the world in general through a unique, feminine
  perspective.

• Hypothesis Students will be rescued from the
  oppressive male-centered pedagogy and be
  empowered by being in a womens only space.

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Results

• Although the students enjoyed the class, they
  felt alienated by the avant-garde literature and
  the express purpose of codifying their
  subservient place in society.

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Content Pedagogy

• Purpose To discover if integrating content with
  pedagogy instruction for pre-service teacher
  candidates would increase their effectiveness as
  teachers.

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Theory Hypothesis

• Theory This study utilizes modeling to instruct
  the teachers as to the necessity of merging
  content and pedagogy.
• Hypothesis In integrating the pedagogical
  instruction of teacher candidates with the
  content instruction they receive, the teacher
  candidates will become more attune to the process
  their future students will use in understanding
  the instruction they receive and will make the
  teacher candidates more aware of their teaching
  strategies.

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Results

• Teachers who are subjected to a merged content
  and pedagogy curriculum fare better on the
  National Teachers Exam and in principals
  first-year evaluations.

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Educators Gender Issues

• Purpose To show that literacy educators in the
  United States are uncomfortable dealing with the
  issues of sexual parity in the classroom.

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Theory Hypothesis

• Theory Based in transformational teaching
  strategies, this study deals with the likelihood
  of teachers delving into the basic tenant of
  critical pedagogy investigations of societal
  control mechanisms and what give rise to them.

• Hypothesis Gender should not be treated as a
  non-issue by literacy educators because even in
  the absence of gender related discussions
  students will make assumptions about the nature
  of gender identity structures in culture.

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Results

• A bias does exist in early education but gets
  progressively less intense as the students get
  older.

• Resources
• Harper, H. (1998). Dangerous desires Feminist
  literary criticism in a high school writing
  class. Theory into Practice 37, (3), 220-228.
• Edwards, N. (1997). Integrating content and
  pedagogy a cultural journey. Action in Teacher
  Education 19, 44-54.
• Commeyras, M. (1999). How interested are
  literacy educators in gender issues? Survey
  results from the United States. Journal of
  Adolescent Adult Literacy 42, (5), 352-362.