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Narrative Interviews: An Approach to Studying Teaching and Learning in English Classrooms

Narrative Interviews: An Approach to Studying Teaching and Learning in English Classrooms Eileen Landay Brown University The real-world consequences of high school students' success or failure to negotiate challenging works of literature is a topic that comes up regularly in a university seminar in English Education I teach. The course is designed for undergraduate and graduate students enrolled in a certification program in secondary English and runs concurrent with their student-teaching semester. As student teachers, they come to understand, often for the first time, the difficulty complex and often-lengthy canonical works present to many secondary students. They worry that these texts serve as sorting devices (Apple, 1982; Bowles and Gintis, 1976; Bordieu and Passeron, 1977; Oakes, 1985), which limit the academic options of capable and promising secondary students. Newly aware of the difficulty many students have in engaging with these works, and concerned about the possible injustices of institutional sorting, student teachers in the seminar are nonetheless reluctant to abandon teaching "great works of literature," often the very works which inspired them to become teachers. During one semester of the seminar, Josh Barlow1 raised concerns about his high school students' comprehension of The scarlet letter.2 He wanted to understand more fully how his students negotiated the text and what he http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Narrative Interviews: An Approach to Studying Teaching and Learning in English Classrooms

Landay, Eileen.
The High School Journal , Volume 84 (3) – Mar 1, 2001
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Publisher
University of North Carolina Press
Copyright
Copyright © 2001 by The University of North Carolina Press.
ISSN
1534-5157
Publisher site
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Abstract

Eileen Landay Brown University The real-world consequences of high school students' success or failure to negotiate challenging works of literature is a topic that comes up regularly in a university seminar in English Education I teach. The course is designed for undergraduate and graduate students enrolled in a certification program in secondary English and runs concurrent with their student-teaching semester. As student teachers, they come to understand, often for the first time, the difficulty complex and often-lengthy canonical works present to many secondary students. They worry that these texts serve as sorting devices (Apple, 1982; Bowles and Gintis, 1976; Bordieu and Passeron, 1977; Oakes, 1985), which limit the academic options of capable and promising secondary students. Newly aware of the difficulty many students have in engaging with these works, and concerned about the possible injustices of institutional sorting, student teachers in the seminar are nonetheless reluctant to abandon teaching "great works of literature," often the very works which inspired them to become teachers. During one semester of the seminar, Josh Barlow1 raised concerns about his high school students' comprehension of The scarlet letter.2 He wanted to understand more fully how his students negotiated the text and what he

Journal

The High School Journal – University of North Carolina Press

Published: Mar 1, 2001

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