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''Literacy with an Attitude'', written by Patrick J. Finn, attempts to redefine [[literacy]] as the term exists within the education field<ref name=":3" />. In his professional life, Finn served as an Associate Professor Emeritus of the Graduate School of Education from the University of Buffalo<ref name=":2">Johnson, L. (2005). ''Urban education with an attitude''. Albany: State Univ. of New York Press.</ref>. He also and co-chairs a committee of Urban Education through Buffalo University that helps provide support for the schools and school districts in Buffalo, NY.<ref>{{Cite web|url=http://gse.buffalo.edu/about/directory/faculty/10373|title=Patrick Finn {{!}} UB Graduate School of Education|website=gse.buffalo.edu|language=en|access-date=2017-04-18}}</ref> His book outlines the differences between 'domesticating' and 'liberating' education, and offers advice on how to fix the discrepancy between upper and lower class schools. Finn references studies conducted by other published authors within the field of education, including Jean Anyon<ref name=":3" /> and [[James Paul Gee|James Gee]].
{{italic title}}
⚫
'''''Literacy with an Attitude''''', written by Patrick J. Finn, attempts to redefine [[literacy]] as the term exists within the education field.<ref name=":3" /> In his professional life, Finn served as an Associate Professor Emeritus of the Graduate School of Education from the [[University at Buffalo|University of Buffalo]].<ref name=":2">Johnson, L. (2005). ''Urban education with an attitude''. Albany: State Univ. of New York Press.</ref> He also and co-chairs a committee of Urban Education through the University of Buffalo that helps provide support for the schools and school districts in Buffalo, NY.<ref>{{Cite web|url=http://gse.buffalo.edu/about/directory/faculty/10373|title=Patrick Finn {{!}} UB Graduate School of Education|website=gse.buffalo.edu|language=en|access-date=2017-04-18}}</ref> His book outlines the differences between 'domesticating' and 'liberating' education, and offers advice on how to fix the discrepancy between upper and lower class schools. Finn references studies conducted by other published authors within the field of education, including Jean Anyon<ref name=":3" /> and [[James Paul Gee|James Gee]].


== Synopsis ==
== Synopsis ==


=== Chapters 1-3 ===
=== Chapters 1-3 ===
Finn outlines different socioeconomic levels at which schools exist, and dissects the educational practices that are common for each.<ref name=":1">Whiting, E. (2011). Literacy with an attitude: Educating working-class children in their own self interest. ''Journal of Adolescent and Adult Literacy, 54(8),'' pp. 638-640. </ref> These types of schools include executive elite, affluent professional, middle class, and working class schools. Working class schools are characterized by work being seen as a procedure, with the dominant theme as [[resistance]]. Middle class schools are characterized by work as getting the right answer, with a dominant theme of possibility. Affluent professional schools are characterized by work being carried out as creative activity carried out independently, with a dominant theme of [[individualism]] with a minor theme of [[humanitarianism]]. Executive elite schools are characterized by the dominant theme of excellence.<ref name=":0" />
Finn outlines different socioeconomic levels at which schools exist, and dissects the educational practices that are common for each.<ref name=":1">Whiting, E. (2011). Literacy with an attitude: Educating working-class children in their own self interest. ''Journal of Adolescent and Adult Literacy, 54(8),'' pp. 638-640.</ref> These types of schools include executive elite, affluent professional, middle class, and working class schools.<ref name=":0" /> Working class schools are characterized by work being seen as a procedure, with the dominant theme as [[wikt:resistance|resistance]].<ref name=":0" /> Middle class schools are characterized by work as getting the right answer, with a dominant theme of possibility.<ref name=":0" /> Affluent professional schools are characterized by work being carried out as creative activity carried out independently, with a dominant theme of [[individualism]] with a minor theme of [[humanitarianism]].<ref name=":0" /> Executive elite schools are characterized by the dominant theme of excellence.<ref name=":3" /><ref name=":0" />


=== Chapters 4-6 ===
=== Chapters 4-6 ===
This section outlines the difference between immigrant and involuntary minorities. Finn introduces the concept of oppositional identities observed by John Ogbu<ref name=":0" /><ref>{{Cite book|title=Literacy as Praxis: Culture, Language , and Pedagogy|last=Ogbu|first=John U.|publisher=Ablex, Publishing Corporation|year=1991|isbn=|editor-last=Walsh|editor-first=Catherin E.|location=Norwood, N.J|pages=|chapter=Cultural Diversity and School Experience}}</ref>, which states that some students, such as those from working class backgrounds, see their cultures are directly opposed to what <ref name=":0" />. Finn illustrates that students with oppositional identities find it more challenging to self advocate for their education than those who do not have them<ref name=":0" />.
This section outlines the difference between immigrant and involuntary minorities. Finn introduces the concept of oppositional identities observed by John Ogbu,<ref name=":3" /><ref name=":0" /><ref>{{Cite book|title=Literacy as Praxis: Culture, Language, and Pedagogy|last=Ogbu|first=John U.|publisher=Ablex, Publishing Corporation|year=1991|editor-last=Walsh|editor-first=Catherin E.|location=Norwood, N.J|chapter=Cultural Diversity and School Experience}}</ref> which states that some students, such as those from working-class backgrounds, see their cultures are directly opposed to what is being taught in the classroom.<ref name=":0" /> Finn illustrates that students with oppositional identities find it more challenging to self advocate for their education than those who do not have them.<ref name=":0" />


=== Chapters 7-10 ===
=== Chapters 7-10 ===
This section discusses the dynamics between lower, middle, and upper class students and they ways the use language. Lower class students were often noted to use implicit language, middle and upper class students use explicit language. Also, Finn argues that all students regardless of their socioeconomic status should have access to empowering education.
This section discusses the dynamics between lower, middle, and upper class students and the ways they use language. Lower class students were often noted to use implicit language, middle and upper class students use explicit language.<ref name=":0" /> Finn also argues that all students regardless of their socioeconomic status should have access to empowering education.<ref name=":0" />


Finn discusses how a community comes together to form a discourse. Students get their primary discourse from their family but in the larger society students will develop a secondary discourse. Students with oppositional identities often have trouble acquiring the dominant discourse.
Finn discusses how a community comes together to form a [[discourse]]. Students get their primary discourse from their family but in the larger society students will develop a secondary discourse.<ref name=":0" /> Students with oppositional identities often have trouble acquiring the dominant discourse.<ref name=":0" />


In chapter ten, Finn introduces the four types of literacy. There is performative, functional, informational, and powerful literacy. These literacies exist within society as well as the real world.
In chapter ten, Finn introduces the four types of literacy. There is performative, functional, informational, and powerful literacy.<ref name=":0" /> These literacies exist within society.


=== Chapters 11-12 ===
=== Chapters 11-12 ===
Chapter eleven reviews the history of schooling in America. After reviewing the beginnings of the educational system, Finn explains that Corresponding Societies questioned authority and exercised power to learn, discuss, evaluate, conclude, formulate, and exchange. This is more like literacy “with an attitude” than a defeated form of literacy expressed earlier in the book. The chapter continues by going through the history of Corresponding Societies until settling on that this ultimately became an education for domestication.
Chapter eleven reviews the history of schooling in America. After reviewing the beginnings of the educational system, Finn explains that Corresponding Societies questioned authority and exercised power to learn, discuss, evaluate, conclude, formulate, and exchange.<ref name=":0" /> This is more like literacy “with an attitude” than a defeated form of literacy expressed earlier in the book. The chapter continues by going through the history of Corresponding Societies until settling on that this ultimately became an education for domestication.


In chapter twelve, Finn discusses New Literacies by giving an example of a classroom that uses it. In New Literacies, communication is indistinct and expression is emphasized over correctness. "Gatekeeping" is a mode of correctness that often deters from the content of what the student is trying to communicate. Finn argues then that the approach of New Literacies could help this problem. Finn then discusses ways that New Literacies is difficult to employ in the classroom. An ideal classroom to promote democracy would be similar to that of New Literacies.
In chapter twelve, Finn discusses New Literacies by giving an example of a classroom that uses it. In New Literacies, communication is indistinct and expression is emphasized over correctness.<ref name=":0" /> "Gatekeeping" is a mode of correctness that often deters from the content of what the student is trying to communicate.<ref name=":0" /> Finn argues then that the approach of New Literacies could help this problem. Finn then discusses ways that New Literacies is difficult to employ in the classroom. An ideal classroom to promote democracy would be similar to that of New Literacies.<ref name=":0" />


=== Chapters 13-20 ===
=== Chapters 13-20 ===
From chapters thirteen to twenty, Finn claims to offer solutions to the problems he poses in the text’s earlier chapters. He bases much of his proposed solution on the work of [[Paulo Freire]]<ref name=":0">{{Cite book|title=Literacy with an Attitude (second edition)|last=Finn|first=Patrick J.|publisher=SUNY|year=2009|isbn=978-1-4384-2806-2|location=Albany, NY|pages=}}</ref>. Friere suggests that problems should be diagnosed and eliminated through activism<ref>{{Cite web|url=http://www.freire.org/paulo-freire/|title=Paulo Freire|last=|first=|date=|website=Freire Institute University of Central Lancashire|archive-url=|archive-date=|dead-url=|access-date=19 April 2017}}</ref>. Based upon this, Finn recommends Frieian motivation in the classroom, or the idea of teachers teaching students to stand up for themselves<ref name=":0" />. He provides research that supports this thesis, as well as exemplar organizations that are already using this type of education<ref name=":3">{{Cite web|url=http://cae.americananthro.org/wp-content/uploads/2013/03/Finn_Patrick-Literacy_with_an_Attitude.pdf|title=Inquiry and Learning for Change|last=Watkins|first=John M.|date=September 2000|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref>.
From chapters thirteen to twenty, Finn claims to offer solutions to the problems he poses in the text’s earlier chapters. He bases much of his proposed solution on the work of [[Paulo Freire]].<ref name=":3" /><ref name=":0">{{Cite book|title=Literacy with an Attitude|last=Finn|first=Patrick J.|publisher=SUNY|year=2009|isbn=978-1-4384-2806-2|location=Albany, NY|edition=second}}</ref> Friere suggests that problems should be diagnosed and eliminated through activism.<ref>{{Cite web|url=http://www.freire.org/paulo-freire/|title=Paulo Freire|website=Freire Institute University of Central Lancashire|access-date=19 April 2017}}</ref> Based upon this, Finn recommends Frieian motivation in the classroom, or the idea of teachers teaching students to stand up for themselves.<ref name=":0" /> He provides research that supports this thesis, as well as exemplar organizations that are already using this type of education.<ref name=":3">{{Cite web|url=http://cae.americananthro.org/wp-content/uploads/2013/03/Finn_Patrick-Literacy_with_an_Attitude.pdf|title=Inquiry and Learning for Change|last=Watkins|first=John M.|date=September 2000}}</ref>


== Reception ==
== Reception ==


=== At Publication: ===
=== At Publication ===
When the book was first published, education scholars had mixed reviews. Some, like John M. Watkins, note that the book holds to strong ideals that cannot be enacted. In his review, Watkins states that ''Literacy with an Attitude'' is "passionate" and "urgent".<ref name=":3" /> He says that Finn does not present himself at a distance from the subject. Instead, Watkins states that this book should be read by those who are worried about the failure of schools in their attempts to "Educate all our citizens into a powerful democratic discourse". However, Watkins believes that we will not be able to utilize Finn's advice. He states that he does not believe that we have the will and that we will not be able to "help working-class children develop literacy with an attitude". <ref name=":3" />
When the book was first published, education scholars had mixed reviews. Some, like John M. Watkins, note that the book holds to strong ideals that cannot be enacted. In his review, Watkins states that ''Literacy with an Attitude'' is "passionate" and "urgent".<ref name=":3" /> He says that Finn does not present himself at a distance from the subject. Instead, Watkins states that this book should be read by those who are worried about the failure of schools in their attempts to "Educate all our citizens into a powerful democratic discourse". However, Watkins believes that we will not be able to utilize Finn's advice. He states that he does not believe that we have the will and that we will not be able to "help working-class children develop literacy with an attitude".<ref name=":3" />


Throughout his review, Watkins repeatedly mentions his "discomfort" that occured while reading ''Literacy with an Attitude.'' Watkins attributes this "discomfort" to the direct nature of Finn's writing. Watkins states that the most uncomfortable moment was Finn's personal anecdote of "his own painful realizations of the extent to which public education has betrayed him". <ref name=":3" />
Throughout his review, Watkins repeatedly mentions his "discomfort" that occurred while reading ''Literacy with an Attitude.'' Watkins attributes this "discomfort" to the direct nature of Finn's writing. Watkins states that the most uncomfortable moment was Finn's personal anecdote of "his own painful realizations of the extent to which public education has betrayed him".<ref name=":3" />


In contrast, Honey Halpern notes that the book presents great contributions to the education community. In her review, Halpern states that Finn's novel opened up "new and perceptive ways of looking at familiar situations" in education.<ref name=":5">{{Cite journal|last=Halpern|first=Honey|date=April 2000|title=Literacy with an Attitude|url=|journal=Journal of Adolescent and Adult Literacy|volume=43|pages=7}}</ref> Throughout her review, she notes that Finn's identification of politics in education is outwardly insightful. Halpern argues that the change that Finn is looking for is possible through aligning curriculum with powerful literacy. <ref name=":5" /> She concludes by urging that all teachers learn about the effective ways to help middle class students become literate. <ref name=":5" />
In contrast, Honey Halpern notes that the book presents great contributions to the education community. In her review, Halpern states that Finn's book opened up "new and perceptive ways of looking at familiar situations" in education.<ref name=":5">{{Cite journal|last=Halpern|first=Honey|date=April 2000|title=Literacy with an Attitude|journal=Journal of Adolescent and Adult Literacy|volume=43|pages=7}}</ref> Throughout her review, she notes that Finn's identification of politics in education is outwardly insightful. Halpern argues that the change that Finn is looking for is possible through aligning curriculum with powerful literacy.<ref name=":5" /> She concludes by urging that all teachers learn about the effective ways to help middle class students become literate.<ref name=":5" />


=== Since Publication: ===
=== Since Publication ===
''Literacy with an Attitude'' has been accepted by others in the education field, including [[Donna Alvermann|Donna E. Alvermann]], a professor of Literacy at the University of Georgia, who has served as the director of the National Reading Research Center, and has published extensively on literacy and popular culture<ref>{{Cite web|url=https://www.readinghalloffame.org/donna_alvermann|title=Donna E. Alvermann (Inducted 1999) {{!}} Reading Hall of Fame|website=www.readinghalloffame.org|language=en|access-date=2017-04-14}}</ref>. Alvermann referenced Finn’s discussion of “domesticating education” in her article “Reading adolescents’ reading identities: Looking back to see ahead,” to point out the flaws of the “deprivation approach” an approach to literacy that suggests struggling readers are disadvantaged. She says that when students are thought of this way, they often receive domesticating education and social inequality. For that reason, the label “struggling reader” should be avoided<ref>{{Cite journal|last=Alvermann|first=Donna E|date=2001|title=Reading adolescents' reading identities: Looking back to see ahead.|url=|journal=Journal of Adolescent & Adult Literacy|volume=44(8)|pages=680-681}}</ref>.
''Literacy with an Attitude'' has been accepted by others in the education field, including [[Donna Alvermann|Donna E. Alvermann]], a professor of Literacy at the University of Georgia, who has served as the director of the National Reading Research Center, and has published extensively on literacy and popular culture.<ref>{{Cite web|url=https://www.readinghalloffame.org/donna_alvermann|title=Donna E. Alvermann (Inducted 1999) {{!}} Reading Hall of Fame|website=www.readinghalloffame.org|language=en|access-date=2017-04-14}}</ref> Alvermann referenced Finn’s discussion of “domesticating education” in her article “Reading adolescents’ reading identities: Looking back to see ahead,” to point out the flaws of the “deprivation approach” an approach to literacy that suggests struggling readers are disadvantaged. She says that when students are thought of this way, they often receive domesticating education and social inequality. For that reason, the label “struggling reader” should be avoided.<ref>{{Cite journal|last=Alvermann|first=Donna E|date=2001|title=Reading adolescents' reading identities: Looking back to see ahead.|journal=Journal of Adolescent & Adult Literacy|volume=44 |issue=8|pages=680–681}}</ref>


Rosalie Romano, an education professor at [[Western Washington University]], explained in her review that Finn's argument on teaching powerful literacy as a matter of justice is significant to societal challenges to "our environment, to our infrastructure, to our social systems, and to our public institutions"<ref name=":4">Romano, Rosalie M. (2012) "Literacy with an Atitude: Educating Working-Class Children in their Own Self-Interest By Patrick J. Finn," Journal of Educational Controversy: Vol. 6: No. 1, Article 27.</ref>. The approach to literacy that she approaches in response to "Literacy with an Attitude" is one of engagement and purpose in a demoratic society.
Rosalie Romano, an education professor at [[Western Washington University]], explained in her review that Finn's argument on teaching powerful literacy as a matter of justice is significant to societal challenges to "our environment, to our infrastructure, to our social systems, and to our public institutions".<ref name=":4">Romano, Rosalie M. (2012) "Literacy with an Attitude: Educating Working-Class Children in their Own Self-Interest By Patrick J. Finn," Journal of Educational Controversy: Vol. 6: No. 1, Article 27.</ref> The approach to literacy that she approaches in response to "Literacy with an Attitude" is one of engagement and purpose in a democratic society.


Critiques of ''Literacy with an Attitude'' come from Whiting in his outline of the book; he states that although Finn has a well put together argument, he does not provide readers with practical and applicable solutions to enact.<ref name=":1" />
Critiques of ''Literacy with an Attitude'' come from Whiting in his outline of the book; he states that although Finn has a well put together argument, he does not provide readers with practical and applicable solutions to enact.<ref name=":1" />

=== Influence on the Education Community ===
=== Influence on the Education Community ===
Finn’s book influenced the research for the book ''Urban Education with an Attitude''<ref name=":2" />, which seeks to empower and reform the individuals that are ingrained in urban education curriculum. The authors use the basic principles of Finn’s ''Literacy with an Attitude'' to model their solutions for the problems that circulate in urban education. Romano states that his idea of powerful literacy can be translated to teaching social activism throughout American history and its purposes.<ref name=":4" /> His research on working class schools and their deficiencies is often cited and referred to in the education community in articles that advocate for change.<ref>{{Cite journal|last=Glass|first=Ronald David|date=March 2001|title=On Paulo Freire's Philosophy of Praxis and the Foundations of Liberation Education|url=http://www.jstor.org/stable/pdf/3594336.pdf|journal=Educational Researcher|volume=30|pages=15-25}}</ref><ref>{{Cite journal|last=Jimenez|first=Robert T.|date=Winter 2003|title=Literacy and Latino Students in the United States: Some Considerations, Questions, and New Directions|url=http://www.jstor.org/stable/pdf/4151695.pdf|journal=Reading Research Quarterly|volume=38|pages=122-128}}</ref><ref>{{Cite journal|last=Jones|first=Stephanie|last2=Vagle|first2=Mark D.|date=April 2013|title=Living Contradictions and Working for Change: Toward a Theory of Social Class- Sensitive Pedagogy|url=http://journals.sagepub.com/stoken/rbtfl/Zm0mApvRpqaJU/full|journal=Educational Researcher|volume=42|pages=129-141}}</ref>
Finn’s book influenced the research for the book ''Urban Education with an Attitude'',<ref name=":2" /> which seeks to empower and reform the individuals that are ingrained in urban education curriculum. The authors use the basic principles of Finn’s ''Literacy with an Attitude'' to model their solutions for the problems that circulate in urban education. Romano states that his idea of powerful literacy can be translated to teaching social activism throughout American history and its purposes.<ref name=":4" /> His research on working class schools and their deficiencies is often cited and referred to in the education community in articles that advocate for change.<ref>{{Cite journal|last=Glass|first=Ronald David|date=March 2001|title=On Paulo Freire's Philosophy of Praxis and the Foundations of Liberation Education|jstor=3594336|journal=Educational Researcher|volume=30|issue=2|pages=15–25|doi=10.3102/0013189X030002015|s2cid=145643364}}</ref><ref>{{Cite journal|last=Jimenez|first=Robert T.|date=Winter 2003|title=Literacy and Latino Students in the United States: Some Considerations, Questions, and New Directions|jstor=4151695|journal=Reading Research Quarterly|volume=38|issue=1|pages=122–128}}</ref><ref>{{Cite journal|last1=Jones|first1=Stephanie|last2=Vagle|first2=Mark D.|date=April 2013|title=Living Contradictions and Working for Change: Toward a Theory of Social Class- Sensitive Pedagogy|url=http://journals.sagepub.com/stoken/rbtfl/Zm0mApvRpqaJU/full|journal=Educational Researcher|volume=42|issue=3|pages=129–141|doi=10.3102/0013189X13481381|s2cid=145520909}}</ref>


== References ==
== References ==


{{Reflist}}
{{Reflist}}

[[Category:American non-fiction books]]
[[Category:Literacy]]
[[Category:Books about education]]

Latest revision as of 00:25, 8 February 2023

Literacy with an Attitude, written by Patrick J. Finn, attempts to redefine literacy as the term exists within the education field.[1] In his professional life, Finn served as an Associate Professor Emeritus of the Graduate School of Education from the University of Buffalo.[2] He also and co-chairs a committee of Urban Education through the University of Buffalo that helps provide support for the schools and school districts in Buffalo, NY.[3] His book outlines the differences between 'domesticating' and 'liberating' education, and offers advice on how to fix the discrepancy between upper and lower class schools. Finn references studies conducted by other published authors within the field of education, including Jean Anyon[1] and James Gee.

Synopsis

[edit]

Chapters 1-3

[edit]

Finn outlines different socioeconomic levels at which schools exist, and dissects the educational practices that are common for each.[4] These types of schools include executive elite, affluent professional, middle class, and working class schools.[5] Working class schools are characterized by work being seen as a procedure, with the dominant theme as resistance.[5] Middle class schools are characterized by work as getting the right answer, with a dominant theme of possibility.[5] Affluent professional schools are characterized by work being carried out as creative activity carried out independently, with a dominant theme of individualism with a minor theme of humanitarianism.[5] Executive elite schools are characterized by the dominant theme of excellence.[1][5]

Chapters 4-6

[edit]

This section outlines the difference between immigrant and involuntary minorities. Finn introduces the concept of oppositional identities observed by John Ogbu,[1][5][6] which states that some students, such as those from working-class backgrounds, see their cultures are directly opposed to what is being taught in the classroom.[5] Finn illustrates that students with oppositional identities find it more challenging to self advocate for their education than those who do not have them.[5]

Chapters 7-10

[edit]

This section discusses the dynamics between lower, middle, and upper class students and the ways they use language. Lower class students were often noted to use implicit language, middle and upper class students use explicit language.[5] Finn also argues that all students regardless of their socioeconomic status should have access to empowering education.[5]

Finn discusses how a community comes together to form a discourse. Students get their primary discourse from their family but in the larger society students will develop a secondary discourse.[5] Students with oppositional identities often have trouble acquiring the dominant discourse.[5]

In chapter ten, Finn introduces the four types of literacy. There is performative, functional, informational, and powerful literacy.[5] These literacies exist within society.

Chapters 11-12

[edit]

Chapter eleven reviews the history of schooling in America. After reviewing the beginnings of the educational system, Finn explains that Corresponding Societies questioned authority and exercised power to learn, discuss, evaluate, conclude, formulate, and exchange.[5] This is more like literacy “with an attitude” than a defeated form of literacy expressed earlier in the book. The chapter continues by going through the history of Corresponding Societies until settling on that this ultimately became an education for domestication.

In chapter twelve, Finn discusses New Literacies by giving an example of a classroom that uses it. In New Literacies, communication is indistinct and expression is emphasized over correctness.[5] "Gatekeeping" is a mode of correctness that often deters from the content of what the student is trying to communicate.[5] Finn argues then that the approach of New Literacies could help this problem. Finn then discusses ways that New Literacies is difficult to employ in the classroom. An ideal classroom to promote democracy would be similar to that of New Literacies.[5]

Chapters 13-20

[edit]

From chapters thirteen to twenty, Finn claims to offer solutions to the problems he poses in the text’s earlier chapters. He bases much of his proposed solution on the work of Paulo Freire.[1][5] Friere suggests that problems should be diagnosed and eliminated through activism.[7] Based upon this, Finn recommends Frieian motivation in the classroom, or the idea of teachers teaching students to stand up for themselves.[5] He provides research that supports this thesis, as well as exemplar organizations that are already using this type of education.[1]

Reception

[edit]

At Publication

[edit]

When the book was first published, education scholars had mixed reviews. Some, like John M. Watkins, note that the book holds to strong ideals that cannot be enacted. In his review, Watkins states that Literacy with an Attitude is "passionate" and "urgent".[1] He says that Finn does not present himself at a distance from the subject. Instead, Watkins states that this book should be read by those who are worried about the failure of schools in their attempts to "Educate all our citizens into a powerful democratic discourse". However, Watkins believes that we will not be able to utilize Finn's advice. He states that he does not believe that we have the will and that we will not be able to "help working-class children develop literacy with an attitude".[1]

Throughout his review, Watkins repeatedly mentions his "discomfort" that occurred while reading Literacy with an Attitude. Watkins attributes this "discomfort" to the direct nature of Finn's writing. Watkins states that the most uncomfortable moment was Finn's personal anecdote of "his own painful realizations of the extent to which public education has betrayed him".[1]

In contrast, Honey Halpern notes that the book presents great contributions to the education community. In her review, Halpern states that Finn's book opened up "new and perceptive ways of looking at familiar situations" in education.[8] Throughout her review, she notes that Finn's identification of politics in education is outwardly insightful. Halpern argues that the change that Finn is looking for is possible through aligning curriculum with powerful literacy.[8] She concludes by urging that all teachers learn about the effective ways to help middle class students become literate.[8]

Since Publication

[edit]

Literacy with an Attitude has been accepted by others in the education field, including Donna E. Alvermann, a professor of Literacy at the University of Georgia, who has served as the director of the National Reading Research Center, and has published extensively on literacy and popular culture.[9] Alvermann referenced Finn’s discussion of “domesticating education” in her article “Reading adolescents’ reading identities: Looking back to see ahead,” to point out the flaws of the “deprivation approach” an approach to literacy that suggests struggling readers are disadvantaged. She says that when students are thought of this way, they often receive domesticating education and social inequality. For that reason, the label “struggling reader” should be avoided.[10]

Rosalie Romano, an education professor at Western Washington University, explained in her review that Finn's argument on teaching powerful literacy as a matter of justice is significant to societal challenges to "our environment, to our infrastructure, to our social systems, and to our public institutions".[11] The approach to literacy that she approaches in response to "Literacy with an Attitude" is one of engagement and purpose in a democratic society.

Critiques of Literacy with an Attitude come from Whiting in his outline of the book; he states that although Finn has a well put together argument, he does not provide readers with practical and applicable solutions to enact.[4]

Influence on the Education Community

[edit]

Finn’s book influenced the research for the book Urban Education with an Attitude,[2] which seeks to empower and reform the individuals that are ingrained in urban education curriculum. The authors use the basic principles of Finn’s Literacy with an Attitude to model their solutions for the problems that circulate in urban education. Romano states that his idea of powerful literacy can be translated to teaching social activism throughout American history and its purposes.[11] His research on working class schools and their deficiencies is often cited and referred to in the education community in articles that advocate for change.[12][13][14]

References

[edit]
  1. ^ a b c d e f g h i Watkins, John M. (September 2000). "Inquiry and Learning for Change" (PDF).
  2. ^ a b Johnson, L. (2005). Urban education with an attitude. Albany: State Univ. of New York Press.
  3. ^ "Patrick Finn | UB Graduate School of Education". gse.buffalo.edu. Retrieved 2017-04-18.
  4. ^ a b Whiting, E. (2011). Literacy with an attitude: Educating working-class children in their own self interest. Journal of Adolescent and Adult Literacy, 54(8), pp. 638-640.
  5. ^ a b c d e f g h i j k l m n o p q r s Finn, Patrick J. (2009). Literacy with an Attitude (second ed.). Albany, NY: SUNY. ISBN 978-1-4384-2806-2.
  6. ^ Ogbu, John U. (1991). "Cultural Diversity and School Experience". In Walsh, Catherin E. (ed.). Literacy as Praxis: Culture, Language, and Pedagogy. Norwood, N.J: Ablex, Publishing Corporation.
  7. ^ "Paulo Freire". Freire Institute University of Central Lancashire. Retrieved 19 April 2017.
  8. ^ a b c Halpern, Honey (April 2000). "Literacy with an Attitude". Journal of Adolescent and Adult Literacy. 43: 7.
  9. ^ "Donna E. Alvermann (Inducted 1999) | Reading Hall of Fame". www.readinghalloffame.org. Retrieved 2017-04-14.
  10. ^ Alvermann, Donna E (2001). "Reading adolescents' reading identities: Looking back to see ahead". Journal of Adolescent & Adult Literacy. 44 (8): 680–681.
  11. ^ a b Romano, Rosalie M. (2012) "Literacy with an Attitude: Educating Working-Class Children in their Own Self-Interest By Patrick J. Finn," Journal of Educational Controversy: Vol. 6: No. 1, Article 27.
  12. ^ Glass, Ronald David (March 2001). "On Paulo Freire's Philosophy of Praxis and the Foundations of Liberation Education". Educational Researcher. 30 (2): 15–25. doi:10.3102/0013189X030002015. JSTOR 3594336. S2CID 145643364.
  13. ^ Jimenez, Robert T. (Winter 2003). "Literacy and Latino Students in the United States: Some Considerations, Questions, and New Directions". Reading Research Quarterly. 38 (1): 122–128. JSTOR 4151695.
  14. ^ Jones, Stephanie; Vagle, Mark D. (April 2013). "Living Contradictions and Working for Change: Toward a Theory of Social Class- Sensitive Pedagogy". Educational Researcher. 42 (3): 129–141. doi:10.3102/0013189X13481381. S2CID 145520909.
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