Pursuing an Answerable Education for Young Adolescents: Implications for Critical Middle Grades Literacy Teacher Education

Mark D. Vagle

doi:10.1057/9780230107854_7

Pursuing an Answerable Education for Young Adolescents: Implications for Critical Middle Grades Literacy Teacher Education

Mark D. Vagle

Research output: Chapter in Book/Report/Conference proceeding › Chapter

1 Scopus citations

Abstract

Moje and Sutherland’s words here prompt any number of important questions for middle grades literacy teachers and teacher educators— questions that reflect my concern that developmental discourses often fall short of realizing their generous and emancipatory promises.

Original language	English (US)
Title of host publication	Critical Cultural Studies of Childhood
Publisher	Palgrave Macmillan
Pages	115-130
Number of pages	16
DOIs	https://doi.org/10.1057/9780230107854_7
State	Published - 2010
Externally published	Yes

Publication series

Name	Critical Cultural Studies of Childhood
Volume	Part F2169
ISSN (Print)	2731-636X
ISSN (Electronic)	2731-6378

Bibliographical note

Publisher Copyright:
© 2010, Kyunghwa Lee and Mark D. Vagle.

Keywords

Discourse Community
Junior High School
Middle School
Teacher Educator
Young Adolescent

Publisher link

10.1057/9780230107854_7

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ER -

Pursuing an Answerable Education for Young Adolescents: Implications for Critical Middle Grades Literacy Teacher Education

Abstract

Publication series

Bibliographical note

Keywords

Publisher link

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