This book examines how the teaching of reading can be reclaimed from government mandates, scripted commercial programs, and high stakes tests via intensive reconsideration of learning, teaching, curriculum, language, and sociocultural contexts.

Inviting teachers back to the role of reflective advocates for thoughtful reading instruction, this book presents theory and pedagogical possibilities to reclaim and build upon the knowledge base that was growing when government mandates, scripted commercial programs, and high stakes tests took over as the dominant agenda for reading instruction in U.S. public schools. Focusing on literacy learners’ and their teachers’ lives as literate souls, it examines how the teaching of reading can be reclaimed via an intensive reconsideration of five pillars as central to the teaching and learning of reading: learning, teaching, curriculum, language, and sociocultural contexts. Reclaiming Reading articulates the knowledge base that was marginalized or disrupted by legislated and policy intrusions into classrooms and provides practical examples for taking good reading instruction out of the cracks and moving it back to the center of the classroom. Explaining what happens in readers’ minds as they read and how teachers can design practices to support that process, this book encourages teachers to initiate pedagogy that will help them begin or return to the stance of reflective, knowledgeable, professional decision-makers.

"1. The book offers teacher educators and stakeholders an overview of accountability in the era of education reform and embraces teacher education accountability as a lever for reconstructing its targets, purposes, and consequences in keeping with the larger democratic project. 2. The book introduces a framework, eight dimensions of accountability, for interrogating dimensions of accountability policy and practice by revealing an accountability initiative's operation but also exposing underlying values and principles, theory of change, and relationship to larger political and policy agendas. 3. Using the authors' framework, eight dimensions of accountability, the book deconstructs four of the most visible education reform initiatives relevant to teacher educators and education stakeholders. The book proposes a rallying call to teacher educators and stakeholders to reclaim accountability using a new approach: democratic accountability in teacher education" --

The crisis of the neoliberal order has resuscitated a political idea widely believed to be consigned to the dustbin of history. Brexit, the election of Donald Trump, and the neo-nationalist, anti-globalisation and anti-establishment backlash engulfing the West all involve a yearning for a relic of the past: national sovereignty.In response to these challenging times, economist William Mitchell and political theorist Thomas Fazi reconceptualise the nation state as a vehicle for progressive change. They show how despite the ravages of neoliberalism, the state still contains resources for democratic control of a nation's economy and finances. The populist turn provides an opening to develop an ambitious but feasible left political strategy.Reclaiming the State offers an urgent, provocative and prescient political analysis of our current predicament, and lays out a comprehensive strategy for revitalising progressive economics in the 21st century.

In the increasingly complex and combative arena of copyright in the digital age, record companies sue college students over peer-to-peer music sharing, YouTube removes home movies because of a song playing in the background, and filmmakers are denied a distribution deal when some permissions “i” proves undottable. Patricia Aufderheide and Peter Jaszi chart a clear path through the confusion by urging a robust embrace of a principle long-embedded in copyright law, but too often poorly understood—fair use. By challenging the widely held notion that current copyright law has become unworkable and obsolete in the era of digital technologies, Reclaiming Fair Use promises to reshape the debate in both scholarly circles and the creative community. This indispensable guide distills the authors’ years of experience advising documentary filmmakers, English teachers, performing arts scholars, and other creative professionals into no-nonsense advice and practical examples for content producers. Reclaiming Fair Use begins by surveying the landscape of contemporary copyright law—and the dampening effect it can have on creativity—before laying out how the fair-use principle can be employed to avoid copyright violation. Finally, Aufderheide and Jaszi summarize their work with artists and professional groups to develop best practice documents for fair use and discuss fair use in an international context. Appendixes address common myths about fair use and provide a template for creating the reader’s own best practices. Reclaiming Fair Use will be essential reading for anyone concerned with the law, creativity, and the ever-broadening realm of new media.

An engaging look at how technology is undermining our creativity and relationships and how face-to-face conversation can help us get it back.

In an age of obsessive productivity and stress, this illustrated ode to idleness invites you to explore the pleasures and possibilities of slowing down. Beloved author and illustrator Roman Muradov weaves together the words and stories of artists, writers, philosophers, and eccentrics who have pursued inspiration by doing less. He reveals that doing nothing is both easily achievable and essential to leading an enjoyable and creative life. Cultivating idleness can be as simple as taking a long walk without a destination or embracing chance in the creative process. Peppered with playful illustrations, this handsome volume is a refreshing and thought-provoking read. “Whimsical, clever, and companionable . . . On Doing Nothing provides a much-needed correction to our distracted, anxiety-ridden, and increasingly disembodied culture. Muradov has written and illustrated a kind of Situationist, Oulipian Ways of Seeing—a manual for clarity and presence, a book which issues a call to attention; a call to pay attention. The smart yet approachable philosophical reflections unfold like a leisurely stroll through a beautiful and unfamiliar city, provoking thoughtfulness and eliciting in the reader a spirit of discovery.” —Peter Mendelsund, author of What We See When We Read

With passion, clarity, and rich examples, Reclaiming Writing is dedicated to reawakening the journeys that writers take as they make sense of, think about, and speak back to their worlds in this era of high-stakes testing and mandated curricula. Classrooms and out-of-school settings are described and analyzed in exciting and groundbreaking narratives that provide insights into the many possibilities for writing that support writers’ searches for voice, identity, and agency. Offering pedagogical strategies and the knowledge base in which they are grounded, the book looks at writing within various areas of the curriculum and across modes of writing from traditional text-based forums to digital formats. Thematically based sections present the pillars of the volume’s critical transactive theory: learning, teaching, curriculum, language, and sociocultural contexts. Each chapter is complemented by an extension that offers application possibilities for teachers in various settings. Reclaiming Writing emphasizes literacy as a vehicle for exploring, interrogating, challenging, finding self, talking back to power, creating a space in the world, reflecting upon the past, and thinking forward to a more joyful and democratic future.

Reclaiming the Rural moves beyond typical arguments for the preservation, abandonment, or modernization of rural communities, analyzing how communities in the United States, Canada, and Mexico sustain themselves--economically, environmentally, intellectually, and politically--through literate action.

The best-selling author of Creating Love sets out to redefine what it means to live a moral life in today's world by helping readers reclaim and cultivate their inborn moral intelligence by developing one's instincts for goodness in childhood and nurturing them through one's adult life to promote good character and moral responsibility.