Attempts to clarify the social concepts and reality of rationalization and deskilling as they apply to the teaching of reading in U.S. elementary schools and how the teaching of reading connects with the social structure and students' and teachers' lives in and beyond the classroom. (RS)

Presents a brief summary of the current economic picture. Shares some teachers' and students' responses to recent books about labor history for children. Offers some thoughts about the coming school year. Invites students to reconsider what they know about the world of work. (PA)

Examining the translation of mastery learning theory into the practice of reading programs, this paper challenges the appropriateness of mastery learning for reading instruction. Noting that the use of the term "mastery" is arrogant, conservative, and dogmatic, the paper explores the ramifications of translating mastery learning theory…

Examines the role of commercial materials in reading instruction through analyses of expert opinion and of research on reading instruction. Reports a series of investigations concerning teachers' and administrators' conceptions of reading and reading instruction and offers a critical evaluation of recent writing on effective reading instruction.…

Explores popular, historical, progressive, and economic representations of teachers' work to consider opportunities and dangers these images offer. Discusses the power to represent teaching, and speculates on the intentions of those who wield that power. Suggests ways teachers might make their work visible to the public in order to represent…

Outlines the clearest case of "de-skilling" to be found in education: the situation in California, where legislators and businessmen decide exactly how and with what methods and materials reading is to be taught, exactly what professional development activities are sanctioned and which shall not be mentioned, with this stamping out of…

Offers 10 suggestions for literacy educators' rights, noting that they should serve as points for discussion and action. Explains that these rights place the responsibility for literacy lessons on the teachers, where it belongs. (MG)