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| Preface | |
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| Acknowledgments | |
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| Foreword | |
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| Toward a Socially Responsible Pedagogy | |
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| Adolescent Voices on Literacy and Power | |
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| Contextualizing the Role of Literacy | |
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| The History of Literacy: Positioning and Purpose | |
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| Goals of Literacy and Schooling in Society Today | |
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| The Impetus for Change: Socially Responsible Pedagogy | |
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| The Intersection of Literacy, Power, and Identity | |
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| Listening to Adolescent Voices | |
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| Adolescents' Perception of Power in the School Context | |
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| Toward a Socially Responsible Pedagogy | |
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| Some Necessary Definitions | |
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| Reflection, Application, and Resources | |
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| A Socially Responsible Pedagogy of Adolescent Literacy | |
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| Toward a Definition | |
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| Theory | |
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| Framework | |
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| Reflection, Application, and Resources | |
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| The Spirit of a Socially Responsible Pedagogy | |
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| Necessary Conditions, Rights, and Responsibilities | |
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| The Role of Adolescent Identity Development in Socially Responsible Learning | |
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| Developmental Approaches to Adolescent Identity | |
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| Using Developmental Theory to Inform the Socially Responsible Pedagogy | |
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| Issues in Constructing Identities | |
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| Rights and Responsibilities in the Socially Responsible Classroom | |
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| Reflection, Application, and Resources | |
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| Capacities for Nurturing Social Responsibility | |
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| Purpose of Public Schooling: Creating Socially Responsible Citizens | |
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| Workers and Citizens | |
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| Capacities for Sustaining a Socially Responsible Pedagogy | |
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| Reflection, Application, and Resources | |
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| The Science and Art of a Socially Responsible Pedagogy | |
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| Testing and Assessment: What Are the Stakes? | |
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| High-Stakes Testing and Its Impact | |
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| The Historical Context of the Accountability Movement | |
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| Social, Economic, and Political Forces Affecting the Accountability Movement | |
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| Socially Responsible Literacy as Communities of Inquiry | |
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| Socially Responsible Assessments | |
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| Questions to Ask | |
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| Reflection, Application, and Resources | |
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| Taking Responsibility Through Learning Strategies | |
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| Defining Self-Regulated Learning in the Socially Responsible Setting | |
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| Understanding the Role of Self-regulated Learning for Social Responsibility | |
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| The Self-Regulated Learning Process | |
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| The Role of Goal Orientation and Self-Efficacy in Self-Regulated Learning | |
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| The Critical Need for Self-Regulated Learners | |
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| Reflection, Application, and Resources | |
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| Academic Language and the Discourses of Power | |
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| Sources of Capital that Shape Discourses of Power | |
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| Academic Literacy, Disciplinary Literacy, and Academic Language | |
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| Academic Language and Vocabulary | |
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| Finding Positive Academic Identity | |
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| Oral Discourse and Academic Identity Development | |
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| Reflection, Application, and Resources | |
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| Reading Powerfully | |
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| Becoming a Critical Reader | |
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| The Adolescent Literacy "Crisis" in Context | |
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| Changing Our Orientations to Literacy | |
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| Critical Literacy in the Socially Responsible Classroom | |
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| Planning and Teaching the Socially Responsible Reading Curriculum | |
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| Close Up or Far Away: Things to Consider in Selecting Between Approaches | |
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| Reflection, Application, and Resources | |
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| Writing to Create Change | |
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| A Critical Look at Contemporary Writing Instruction | |
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| Beyond Drill and Kill: Constructive Approaches to Writing | |
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| A Critical Literacy Orientation to Writing | |
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| Reflection, Application, and Resources | |
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| Conclusion | |
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| References | |
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| Index | |
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| About the Authors | |