The town’s head librarian loved to encourage the children of his small, isolated farming community to read. He frequently went to the local school to read to the children. Most recently, he had been reading to a class of “at-risk” eighth graders—students who had been held back two or more years in school. They loved his reading and his choices of books. He reports feeling very frustrated: the department chair has told him not to come any more to read to the students—they are too busy preparing for their TAAS test.
Three in a row? No, No, No! [Three answers ‘b’ in a row? No, No, No! ]
—one of several cheers taught to students at their daily pep
rallies on test-taking strategies for the TAAS test
I would like to think of teachers moving the young into their own interpretations of their lives and their lived worlds, opening wider and wider perspectives as they do so . . . I would like to see teachers tapping the spectrum of intelligences, encouraging multiple readings of written texts and readings of the world.
“In Search of a Critical Pedagogy”