There Again, Common Sense: Rethinking Literacy Through Ethnography
This article revisits the debate between cultural and critical literacy through ethnography challenging popular academic views in education and literacy. Set in a preschool classroom at the inception of the “No Child Left Behind” initiative, this essay focuses on teaching assistant Marylou Anderson. Her experiences growing up in Appalachia inform a teaching philosophy that differs significantly from her colleagues. Her story invites us to reconsider how “the culture of power” functions as a formidable gatekeeper.
Publication of the Community Literacy Journal is made possible through the generous support of the English Department and the Writing and Rhetoric Program at Florida International University. The CLJ is a journal of the Conference on Community Writing.