In this book Shannon's major premise remains the same as his 1998
Reading Poverty: Poverty has everything to do with American public
schooling-how it is theorized, how it is organized, and how it
runs. Competing ideological representations of poverty underlie
school assumptions about intelligence, character, textbook content,
lesson formats, national standards, standardized achievement tests,
and business/school partnerships and frame our considerations of
each. In this new edition, Shannon provides an update of the
ideological struggles to name and respond to poverty through the
design, content, and pedagogy of reading education, showing how,
through their representations and framing, advocates of liberal,
conservative, and neoliberal interpretations attempt the
ideological practice of teaching the public who they are, what they
should know, and what they should value about equality, civic
society, and reading. For those who decline these offers, Shannon
presents radical democratic interpretations of the relationship
between poverty and reading education that position the poor, the
public, students, and teachers as agents in redistribution of
economic, cultural, and political capital in the United States.
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