Soft(a)ware in the English Classroom: (Re)Framing Education for Equity: Acknowledging Outputs and Inputs in Literacies Education
"The way that our field of English education frames what and, at times, who are problems requiring solutions is at the heart of meaningful teaching and learning. Software and digital technologies play a role in the framing that grounds current educational reform policies in and beyond our field; a framing that works both to obscure and perpetuate inequitable systems. Software and digital technologies contribute to seemingly neutral educational policies and practices that obscure issues of structural racism, opportunity and access, and the privileging of a limited understanding of what it means to be literate and educated."
Golden, N. A. (2017). Soft(a)ware in the English classroom: (Re)framing education for equity: Acknowledging outputs and inputs in literacies education. English Journal, 106(4): 86-88.
National Council of Teachers of English
Communication Technology and New Media Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Methods Commons, Educational Sociology Commons, Inequality and Stratification Commons, Language and Literacy Education Commons, Other Education Commons, Social and Philosophical Foundations of Education Commons
This article was originally published in English Journal, volume 106, number 4, in 2017.