Living Reading is a qualitative research study of the ways teachers form and enact notions of literacy through participation in a subject-area association that places reading at the heart of its mission. This study explores the gendered and historical roots of the discipline of reading and reading instruction in the United States, and it demonstrates how the professional development opportunities offered by this organization (and others like it) support and constrain educational reform initiatives. Through «living reading» teacher-members seek spiritual affirmation and renewal as well as professional knowledge. This is the first in-depth look inside the practice of a subject-area association, one of a select number of professional groups that wield broad influence on teachers' practice and educational policy.

Autorentext

The Author: Judith Davidson is Assistant Professor in the Leadership Program at the Graduate School of Education at the University of Massachusetts-Lowell. Her research interests focus on educational cultures in change. She is currently completing a study of technology integration as systemic educational reform. She is the principal author of Adolescent Literacy: What Works and Why.