Beyond Remediation: Ideological Literacies of Learning in Developmental Classrooms
Document Type
Review Article
Publication Date
10-1-2002
Journal / Book Title
Journal of Adolescent & Adult Literacy
Abstract
As more high school students enter college ill-prepared to tackle the kind of literacies that will be asked of them, more universities and colleges have offered remedial or developmental reading and writing classes guided by the assumption that literacy can be mastered through methodological proscriptions and highstakes testing on decontextualized generic texts. However, to become literate in the multiple discourses of the academy, students must be introduced to an array of texts and the politics that inform them, while being exposed to the theoretical tools that can help them link these discourses to larger formations of power. Weiner discusses how remediation can be more-must be more-than phonetic decoding, literal comprehension, and a generic engagement with language and written texts. He also discusses how strategies of critical pedagogy can help break down the boundaries of traditional remediation and the methodologies that support it.
MSU Digital Commons Citation
Weiner, Eric, "Beyond Remediation: Ideological Literacies of Learning in Developmental Classrooms" (2002). Department of Teaching and Learning Scholarship and Creative Works. 170.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/170