"The authors steadily relate challenging theoretical issues to pedagogical issues of the most threatening kind: how to turn nonreaders into responsible, critical readers; how to deal with the overwhelming range of abilities and interests and cultural backgrounds of present-day students; how to move students from where they are to where the teacher is, without turning ‘where the teacher is’ into a dogmatic and destructively elitist platform. . . . Rabinowitz and Smith teach me just how many of my assumptions and practices have been questionable and how much I still have to learn about a challenging, immensely difficult profession that in my (dogmatic) view is unsurpassed in its importance."
—From the Foreword by Wayne C. Booth
—From the Foreword by Wayne C. Booth
Posted January 1, 1998
