Browsing by Author "Petrone, Robert"

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“Although Adolescence Need Not Be Violent…”: Preservice Teachers' Connections Between “Adolescence” and Literacy Curriculum
(2010-02) Lewis, Mark A.; Petrone, Robert
This article reports the findings of a study that examined how and why a group of pre-service secondary literacy teachers conceptualized and created various curricular activities involving young adult literary texts as part of their work for a teacher education course on teaching literature. Specifically, this article examines the systems of reasoning about the concept of adolescence that undergirded and rationalized these pre-service literacy teachers' curricular activities. Excerpts of the pre-service teachers' rationales and sample activities are presented here to illustrate how these pre-service teachers perceived adolescence as primarily a time of identity formation, especially one fraught with danger, and literacy curriculum, particularly the study of young adult literary texts, as a vehicle to help their future students traverse this tumultuous time. In presenting these findings, this article argues for secondary literacy teachers and literacy teacher educators to rethink and complicate their normalized assumptions of adolescence and secondary students.
Critical Literature Pedagogy
(2014-08) Borsheim-Black, Carlin; Macaluso, Michael; Petrone, Robert
From Producing to Reducing Trauma: A Call for “Trauma-Informed” Research(ers) to Interrogate How Schools Harm Students
(American Educational Research Association, 2021-05) Petrone, Robert; Stanton, Christine Rogers
Although “trauma-informed education” has gained momentum across the United States in recent years, a question remains neglected by the research community: How can education research inform understandings of “trauma-informed” approaches when education itself is trauma-producing for many students? This article (1) explores limitations of trauma informed educational scholarship, particularly its reliance on individualized, biomedical understandings of trauma; (2) articulates theoretical reconceptualizations for subsequent research to account for historical trauma and ways schools and research inflict harm on students; and (3) calls for expansion of relational, participatory, and humanizing methodologies. Overall, we argue for a shift from research that focuses on “trauma-informed education” to scholarship that enacts a sociohistorical trauma-reducing framework to more effectively interrogate the intersections of trauma, schooling, and research.
From Producing to Reducing Trauma: A Call for “Trauma-Informed” Research(ers) to Interrogate How Schools Harm Students
(American Educational Research Association, 2021-11) Petrone, Robert; Stanton, Christine Rogers
Although “trauma-informed education” has gained momentum across the United States in recent years, a question remains neglected by the research community: How can education research inform understandings of “trauma-informed” approaches when education itself is trauma-producing for many students? This article (1) explores limitations of traumainformed educational scholarship, particularly its reliance on individualized, biomedical understandings of trauma; (2) articulates theoretical reconceptualizations for subsequent research to account for historical trauma and ways schools and research inflict harm on students; and (3) calls for expansion of relational, participatory, and humanizing methodologies. Overall, we argue for a shift from research that focuses on “trauma-informed education” to scholarship that enacts a sociohistorical trauma-reducing framework to more effectively interrogate the intersections of trauma, schooling, and research.
Linking Contemporary Research on Youth, Literacy, and Popular Culture With Literacy Teacher Education
(2013-07-23) Petrone, Robert
The aim of this article is to expand the dialogue about how contemporary scholarship on the intersections between youth, literacy, and popular culture might inform literacy teacher education. Specifically, this article is designed to (a) orient literacy teacher educators who may be somewhat unfamiliar with this particular line of scholarship to a few of its major concepts and K-12 classroom implications and (b) propose several ways this line of scholarship might open up possibilities for literacy teacher educators to help pre-service literacy teachers develop culturally responsive teaching practices. To address these goals, this article first provides an introduction to several common ways popular culture has been theorized. From this introduction, the article explains the following three concepts within contemporary scholarship that investigates youth engagement with popular culture: (a) popular culture as a site of identity formation for youth; (b) popular culture as a context for literacy development; and (c) popular culture as a vehicle for sociopolitical critique and action. In addition, this article illustrates pedagogical implications these concepts have for K-12 literacy education, including how literacy instructors adopt ethnographic stances toward youth engagement with popular culture to reposition youth and ascertain their popular culture funds of knowledge, bridge standard literacy curricula to students’ popular culture funds of knowledge, and develop literacy curricula to facilitate students’ sociopolitical critique and action. Finally, this article explores how this line of scholarship may open up spaces within literacy teacher education for K-12 pre-service literacy teachers to grapple with the politics of literacy pedagogy.
The Power to Speak and Listen: Democratic Pedagogies for American Literature Classrooms
(2005-05) Petrone, Robert; Gibney, R.
Raising issues of rurality in English teacher education
(2013-10) Schade-Eckert, Lisa; Petrone, Robert
Despite the fact that each of us taught in English education programs in four other states—all of which have visible rural demographics—it took moving to Montana for us to fully recognize the need for our increased attention to specific issues of rurality when working with pre-service English teachers. In Montana, issues of rurality are unavoidable. As the fourth largest state in terms of area (behind Alaska, Texas, and California, respectively), Montana ranks as the state with the third lowest population density in the United States (behind Alaska and Wyoming). Moreover, unlike many other states that are often thought of as rural (e.g., Nebraska, Kansas), no major urban centers exist throughout the entire state; even today, Montana is often referred to as a “frontier” state...
Reluctantly recognizing resistance: An analysis of representations of critical literacy in English Journal
(2012-11) Petrone, Robert; Bullard, Lisa
Teaching the Research Paper for Local Action
(2006-03) Borsheim-Black, Carlin; Petrone, Robert
The Youth Lens: Analyzing Adolescence/ts in Literary Texts
(2015-02) Petrone, Robert; Sarigianides, Sophia Tatiana; Lewis, Mark A.
Drawing from interdisciplinary scholarship that re-conceptualizes adolescence as a cultural construct, this article introduces a Youth Lens. A Youth Lens comprises an approach to textual analysis that examines how ideas about adolescence and youth get formed, circulated, critiqued, and revised. Focused specifically on its application to young adult literature, a genre of writing that explicitly names it audience, this article explores how a Youth Lens provides a much needed critical approach to interpreting and teaching young adult literature within literacy education, especially given the problematic representations of youth in many of these literary texts. Specifically, this article a) discusses the central assumptions that govern a Youth Lens; b) provides an explanation of the lens, including published and new examples and guiding questions; c) presents an in-depth case of how a Youth Lens illuminates new possibilities for understanding The Hunger Games; and, d) offers specific implications a Youth Lens has for the analysis of young adult and other literary texts,approaches to teaching young adult literature courses for pre-service literacy teachers, and secondary literacy pedagogy involving young adult literature and media texts.