Description:
CO-PUBLISHED BY ROUTLEDGE AND THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH
Bringing together arts-integrated approaches, literacy learning, and classroom-based research, this book explores ways upper elementary, middle, and high school teachers can engage their students physically, cognitively and emotionally in deep reading of challenging texts.
Review Quotes:
"With Reading Challenging Texts: Layering Literacies Through the Arts, James Chisholm and Kathryn Whitmore show us how to enter into ethically answerable engagements with Holocaust literature and other challenging texts in ways that map new lines of seeing, being, and feeling, not only with texts, but with the world. I can't think of anything more welcome, more important, more urgent for English teachers to do when so many in our world are living in precarity, and when so much of the planet is in peril. Chisholm and Whitmore unchain creativity through multimodal literacies and the promises of transmediation, thereby multiplying the possibilities for relating to the world and for mapping a better one."
Karen Spector, Associate Professor, University of Alabama, USA
"In this age in which instruction is heavily directed by what can be measured, Reading Challenging Texts offers a timely perspective with strong implications for arts education advocacy.....This book is more than a study of successful classroom practices--it is an illuminating contribution to the field of educational research and practice."
From the Foreword by Jeffrey Jamner, The Kentucky Center for the Performing Arts, USA
"Reading Challenging Texts demonstrates the possibilities for deeply engaging challenging texts when students are given space for seeing, being, and feeling in the classroom. The writing is clear, the examples are excellent, and overall, the book synthesizes theories of literacies in an in-depth way while maintaining a closeness to classroom practice."
Mark A. Sulzer, University of Cincinnati, USA