Reading curriculum in the age of spectacle: Reclaiming experience and dialogue in reading
Resource type
Author/contributor
- Sinclair, Meredith N. (Author)
Title
Reading curriculum in the age of spectacle: Reclaiming experience and dialogue in reading
Abstract
Using Fahrenheit 451 as a model for reading in the age of spectacle, this paper offers a critique of reading curriculum driven by Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CCSS-ELA), which divorces reading from dialogue and lived experience. Drawing on Debord’s (1967/1983) notion of spectacle, the author considers how our current cultural moment may be shaping and shaped by an alienated and alienating curriculum of reading. By embracing the political implications of reading curriculum, we can reclaim reading as a dialogic activity grounded in the world.
Publication
Journal of Curriculum Theorizing
Date
2018/06/26
Volume
32
Issue
3
Pages
26
Citation Key
sinclairReadingCurriculumAge2018
Accessed
10/7/19, 9:32 PM
ISSN
1942-2563
Short Title
Reading curriculum in the age of spectacle
Language
en
Library Catalog
License
Copyright (c) 2018 Journal of Curriculum Theorizing
Extra
Citation Key Alias: lens.org/181-243-807-539-577, pop00288
tex.type: [object Object]
Citation
Sinclair, M. N. (2018). Reading curriculum in the age of spectacle: Reclaiming experience and dialogue in reading. Journal of Curriculum Theorizing, 32(3), 26. https://journal.jctonline.org/index.php/jct/article/view/686
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