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Abstract
The following article brings attention to the limited curriculum theorizing of college developmental readings courses. The author embraces the concept of curriculum as racialized text and integrates this with explicit strategy instruction. The effects of this integration on the students reading ability and “personhood” are surmised during an interview study. This article suggests that they are viable alternatives for teaching developmental reading courses other than an approach based on a time-honored tradition of curriculum.
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Notes on contributors
Alfred W. Tatum
Alfred W. Tatum is a Developmental Reading Instructor at South Suburban College in South Holland, IL. He is also a doctoral student at the University of Illinois-Chicago. His interest is using literacy to empower adolescent and adult populations.