Annotated Bibliography

Resources for my MATW experience 

Cynthia L. Caywood, Gillian R. Overing, eds. Teaching Writing: Pedagogy, Gender, and Equity. New York: State University of New York, 1987.

This is a very well put together anthology of knowledgeable sources on the topics of gender, pedagogy, and equity in classroom teaching, specifically the teaching of writing. The anthology consists of five chapters devoted to achieving an equitable classroom environment without diminishing or destroying individuality. The editors and authors tackle the coming together of feminism and revisionist writing theory in the practices of teaching writing. An excellent resource for those interested in the classroom implications of feminist pedagogy.

Shor, Ira, Paulo Freire. A Pedagogy for Liberation. Massachusetts: Bergin & Garvey Publishers, 1987.

Of non-traditional structure, this book is a dialogue between Ira      Shor and Paulo Freire. As good friends, scholars, and educators, they speak to one another about  liberatory education and the motivation and impetus behind it. Issues arise about racism, sexism, consciousness, freedom, and fear. Both educators openly discuss teaching practices that encourage empowerment and social action. This is a great introduction to the teaching philosophies and practices of both Shor and Freire.

Davis, Barbara Gross. Tools for Teaching. San Francisco: Jossey-Bass, 1993.

A textbook of sorts, Tools for Teaching serves as a guide to both new and seasoned teachers. Starting with the basics of how to create a syllabus, Davis takes her readers through the classroom teaching experience one chapter at a time. Topics range from leading a discussion to testing and grading to enhancing student learning and motivation. An easy text to maneuver through, Davis offers her readers a terrific introduction to that “how to” of teaching. 

Florence, Namulundah. bell hooks’ Engaged Pedagogy: A Transgressive Education for Critical Consciousness. Connecticut: Bergin & Garvey, 1998.

Though I haven’t read this book, I checked it out because the topics seem relevant to teaching in public schools today. Against the backdrop of an overwrought capitalist society are schools without direction, without funding, and without the necessary tools to educate students. Namulundah writes of bell hooks’ engaged pedagogy as a way to infuse hope back into a rather bleak educational system. Drawing on racist, sexist, and classist policies, hooks’ attempts to construct a pedagogy that motivates students and teachers to fight against such discrimination. This book appears to be a good resource for those introducing themselves to the practices of bell hooks’.

Lee, Carol D., Peter Smagorinsky. Vygotskian Perspectives on Literary Research: Constructing Meaning through Collaborative Inquiry. New York: Cambridge UP, 2000. 

This anthology focuses on using Vygotsky’s cultural-historical theory of human development to look at classroom teaching. There is also a strong emphasis on the part social interaction plays in student literacy. Many of the essays are by well-known Vygotskian scholars who are attempting to look at his theories in the context of urban classroom settings. There is discussion of collaborative inquiry, the Zone of Proximal Development, and ethnographic experiments. This anthology proves an accessible guide to some of Vygotsky’s theories seen through the eyes of educators and scholars.