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The document discusses ensuring literacy as a civil right for all students through education. It describes how teachers can incorporate literacy instruction across subjects to engage students and fuel conceptual understanding. Teachers must design culturally relevant curriculum and help students analyze their own achievement data to personalize learning goals. Literacy is critical for students to participate productively in society.

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The Right to Literacy in Secondary Schools Introduction and pages 63-123 Rochelle Montagne March 8, 2009

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Is Literacy a Civil Right? How does it compare to my subject area? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Running head: YOUR THEORETICAL POSITIONALITY 1 ACADEMIC SUMMARY 4 YOUR THEORETICAL POSITIONALITY 2 What School(s) of Thought, Philosophical Camp(s), and/or Explanatory Framework(s) Best Describe(s) Your Theoretical Positionality within the Field of Education? Sarita Phumvichit California State University, San Bernardino College of Education: EDUC 605 December 3, 2014 What School(s) of Thought, Philosophical Camp(s), and/or Explanatory Framework(s) Best Describe(s) Your Theoretical Positionality within the Field of Education? Within the field of philosophy of education, there are a great number of philosophical frameworks that explain the nature and the basis of education and schooling process. Each educational theory helps educators to have more thorough understanding about how they could fit in the field of education by using a combination of theories and practices that could bridge a gap between the abstract and the practice in educational realms. As education is a field, each of us has a certain framework that reinforces our practices. For me, a combination of four main theories of education: social transmission theories; conflict theories; interpretive theories; and social transformation theories, would be best employed to describe my perspectives towards education including my particular positionality at this moment of my academic trajectory. To begin with, based on social transmission theories, schools function as breeders who reproduce values that serve the intellectual, political, economic, and social purposes of the mainstream society. As a matter of fact, such notions seem to be held true in today’s rapidly changing world because one of the main purposes why children go to school is to be able to function “properly” in the society. For instance, through schooling, children are educated to become well-equipped assets of the society. Being prepared and trained to become quality workforce, children learn how to behave and be responsible for playing appropriate roles to serve the society. As DeMarrais and LeCompte (1999) mention “schooling serves to reinforce the existing social and political order” (p. 7). From social transmission theories’ viewpoints, schooling engages children in the learning process and educates them in order to meet the mainstream society’s demands so that the society would not be in chaos. Such the theory seems to be true to me particularly in today’s capitalism world where almost every person has to increase his/her skill and knowledge through schooling so that they can be qualified “commodities in the labor market” (p. 10). In other words, although it is widely held that schools serve as tools to keep wealth and power of the privilege, it is quite difficult to refuse that students still need to be a part of the system as a fine way to add values to themselves in job markets. Secondly, as far as conflict theories are concerned, part of my theoretical positionality as an educator is s.

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1. The Right to Literacy in Secondary Schools Introduction and pages 63-123 Rochelle Montagne March 8, 2009

Montagne pp2

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