Whose Knowledge Counts in Government Literacy Policies? Why Expertise Matters

Now available!

Edited by Kenneth S. Goodman, Robert C. Calfee, Yetta M. Goodman
Copyright: 2014
To order, go to the publisher's website: Routledge

Accountability, in the form of standardized test scores, is built into many government literacy policies, with severe consequences for schools and districts that fail to meet ever-increasing performance levels. The key question this book addresses is whose knowledge is considered in framing government literacy policies? The intent is to raise awareness of the degree to which expertise is being ignored on a worldwide level and pseudo-science is becoming the basis for literacy policies and laws. The authors, all leading researchers from the U.S., U.K., Scotland, France, and Germany, have a wide range of views but share in common a deep concern about the lack of respect for knowledge among policy makers. Each author comes to the common subject of this volume from the vantage point of his or her major interests, ranging from an exposition of what should be the best knowledge utilized in an aspect of literacy education policy, to how political decisions are impacting literacy policy, to laying out the history of events in their own country. Collectively they offer a critical analysis of the condition of literacy education past and present and suggest alternative courses of action for the future.




We need your help.

We're ordering an extra printing of copies to be sent to media folks and key decision makers.. If there are policy makers or media people who you think should get a copy please send names and addresses to one of the editors.

Here is the table of  Table of Contents 

All proceeds go to the Reading Hall of Fame.

Ken Goodman

Whose Knowledge Counts in Government Literacy Policies?: Why Expertise Matters  

Edited by

Kenneth S Goodman, University of Arizona

Robert Calfee, Stanford University

Yetta M. Goodman, University of Arizona

Table of contents


Kenneth S Goodman, University of Arizona, Emeritus

Robert Calfee, Stanford University, Emeritus

Yetta M. Goodman, University of Arizona, Emerita

Joel Spring, Queens College and Graduate Center–City University of New York


Chapter 1 Introduction

            Robert Calfee, Stanford University

            Knowledge, Evidence, and Faith: How the Federal Government Used Science to Take Over Public Schools

Part 1 The Political Realties

Chapter 2

            Kenneth S. Goodman, University of Arizona ,

            Whose Knowledge is counts? The Pedagogy of the absurd

Chapter 3

            Patrick Shannon,  Pennsylvania State University

            Re-reading Poverty; Reorienting Educational Policy

Chapter 4

            Jacques  Fijalkow, Université de Toulouse-le Mirail (France)

            Neoliberal and Neoconservative Literacy Education Policies in Contemporary France.

Chapter 5

            Henrietta Dombey, University of Brighton ( UK)

            Flying Blind: Government Policy on the Teaching of Reading in England and Research on Effective Literacy Education.

Chapter 6

            Sue Ellis, University of Strathclyde,   (Scotland, UK )

            Whose Knowledge Counts, For Whom, In What Circumstances?:  The Ethical Constraints on Who Decides.

Chapter 7        

            Renate Valtin, Humboldt University (Germany)

            About the Dubious Role of Phonological Awareness in the Discussion of Literacy Policies


Part 2  Aspects of literacy: the knowledge base

Chapter 8

            Kathy Short, University of Arizona

            The Role of Story and Literature in a World of Tests and Standards

Chapter 9

            Kathy Au, CEO  School Rise LLC,

            Taffy Raphael , University of Illinois at Chicago

            The Staircase Curriculum: Whole-School Collaboration to Improve Literacy Achievement

Chapter 10

            Rudine Sims bishop, The Ohio State University

            Diversity in Children's Literature: What Does It Matter in Today's Educational Climate?

Chapter 11

            Elfrieda Hiebert,  Text Project & University of California, Santa Cruz

            Katie Van Sluys DePaul University

            Examining Three Assumptions about Text Complexity: Standard 10 of the Common      Core State Standards  

Chapter 12

            Judith Langer, State University of New York at Albany

            The Role of Literature and Literary Reasoning in English Language Arts  and English      Classrooms

Chapter  13

            Jane Hansen, University of Virginia 

            Writing Teachers: The Roles Exploration, Evaluation, and Time Play in Their Lives

Chapter 14

            William Teale, University of Illinois Chicago Circle,

            Jessica L. Hoffman Miami University,

            Kathleen A. Paciga Purdue University Calumet

            What Do Children Need to Succeed in Early Literacy—And Beyond?

Chapter 15

             David Bloome, The Ohio State University

            Melissa Wilson, , Columbus Area Writing Project

            The Impact of Changing Conceptions of Language on Curriculum and Instruction of  Literacy and the Language Arts


            Yetta M. Goodman, University of Arizona