This article revisits the debate between cultural and critical literacy through ethnography challenging popular academic views in education and literacy. Set in a preschool classroom at the inception of the “No Child Left Behind” initiative, this essay focuses on teaching assistant Marylou Anderson. Her experiences growing up in Appalachia inform a teaching philosophy that differs significantly from her colleagues. Her story invites us to reconsider how “the culture of power” functions as a formidable gatekeeper.
Preston, Jacqueline. “There Again, Common Sense: Rethinking Literacy Through Ethnography.” Community Literacy Journal, vol. 2, no. 1, 2007, pp. 59–68, doi:10.25148/clj.2.1.009505.