This theoretical study analyzes curriculum as political text to improve the delivery of education for non-reading adolescents (defined as adolescents who have literacy levels that range within kindergarten through upper second grade limits). This qualitative research politically situates curriculum within a historically and critically informed context to understand paradigmatic dynamics and pedagogical structures that have contributed to the creation of a population of non-reading adolescents in New York City's public schools. Rooted in this understanding, it proposes a reconceptualization of literacy curriculum within a critical, place-based discourse to facilitate empowering literacy pedagogy for non-reading adolescents in New York City—some of whom are incarcerated.;In the tradition of the contemporary critical curriculum theorizing field, I implement critical theory and its counterpart, critical pedagogy. I additionally incorporate critical hermeneutics in a bricolage approach to provide a more textured analysis that embraces multilogical perspectives as well as cultural and historical dimensions of research. This study integrates Freire's (1970, 1974) emphasis on conscientization—the process of becoming critically aware of power relations to foster self and social transformation—and Kincheloe and Pinar's (1991) related contemporary curriculum theory of "place"—which addresses the general as well as the particular by positioning curricula as a form of social psychoanalysis and linking various strands of curriculum discourses. Focusing on critical reflection and the specific attributes of place underscores: (a) how historically based social, political, and economic conditions play out in the contemporary socio-educational lives of non-reading adolescents in New York City and (b) what type of pedagogy can promote meaningful literacy curricula that facilitate self-actualizing pedagogy for these particular youth.;This study, therefore, produces knowledge that can assist educational policymakers, administrators, and educators in providing transformatory literacy teachings and curricula for non-reading adolescents that are rooted in the students' language, knowledge, and experiences. It also offers educational policymakers insights for creating more humane school policies that support students at their performance level and enable democratic pedagogy, rather than punitive measures. As such, this dissertation, furthermore, presents vital information for improving literacy instruction, curricula, and policy for students of all ages within mainstream schools as well as schools within detention facilities. Lastly, this analysis can inform the general public, especially parents, so that they may advocate for an educational infrastructure that promotes empowering literacy development for all students, including non-reading adolescents and younger struggling readers, within each grade level.
展开▼
