Literacy as a Race, Students as Machines: Con!icting Metaphors in a Remedial Reading Class

Literacy learning is an ideological proposition, one that privileges certain forms of language and those who speak them above others. This qualitative study utilizes critical metaphor analysis (Charteris-Black, 2004) to examine the literacy ideologies at work in a secondary remedial reading class. B...

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Bibliographic Details
Published in:Research in the teaching of English 2022-11, Vol.57 (2), p.177-198
Main Author: Masterson, Jessica E
Format: Article
Language:English
Subjects:
Beginning Teachers
Corpus analysis
Educational Research
Elementary school students
Equal Education
Ethnography
Ideology
Learning
Learning Processes
Literacy
Literacy Education
Metaphor
Preservice Teachers
Qualitative research
Reading acquisition
Reading Comprehension
Reading Instruction
Reading teachers
Remedial education
Remedial Reading
Secondary school students
Student Interests
Students
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Summary:Literacy learning is an ideological proposition, one that privileges certain forms of language and those who speak them above others. This qualitative study utilizes critical metaphor analysis (Charteris-Black, 2004) to examine the literacy ideologies at work in a secondary remedial reading class. By analyzing the speech of Mr. Baker, a seasoned remedial reading teacher, and his ninth-grade student Angelica, three dominant metaphors in the corpus are explored: reading class is a race, learning to read is a journey, and students are machines. Findings suggest both the limitations of the metaphors employed by participants as well as the utility of critical metaphor analysis in uncovering the ideological underpinnings of school-based literacy practices.
ISSN:0034-527X
1943-2348