Sandra Hollingsworth

Killing the angel in academe: feminist praxis in action research1

Abstract ‘It is far too easy for academics to slip back into speaking for practitioners because of our elevated cultural, political, and institutional positions.’ In this article, I argue that feminist praxis through action research is a way for practitioners/authors/higher education researchers to work and publish together while not silencing any one voice in favour of another.

Learning to Teach Aaron: A Beginning Teacher's Story of Literacy Instruction in an Urban Classroom

This is Leslie Minariks story of learning to teach Aaron, an African-American second-grader. In the third year of her teaching career, Leslie was concerned because Aaron could not read and write. The narrative unfolds through a longitudinal study of Leslies learning to teach culturally diverse children that began with her graduate level preservice teacher education program. Through data collected during bimonthly classroom visits and monthly meetings with other program graduates, Leslies story illustrates important influences upon her learning to teach. Her success in learning to resist norms that excluded attention to childrens diverse needs eventually helped Aaron learn to read and write. The process of her learning challenges us to think about improved attention to diversity in teacher education programs.

Professional Development on Multiple Literacies in an Urban Professional Development School.

Abstract This is a narrative report of a three-year professional development effort taking place within a professional development school (PDS). University professors collaborated with teachers in an urban junior high school to work on broadening their conceptions of literacy to enable student success. At the end of the project, it was clear that the ‘professional development’ was just as profound for the university professors as it was for the teachers.

I Think It Happened Again

A review of Changing Our Minds: Negotiating English and Literacy by Miles Myers. Champaign, IL: National Council of Teachers of English, 1996.