ABSTRACT
This chapter examines conditions that have enabled the discourse of "every teacher a teacher of reading" to exist for nearly a century, yet without widespread implementation in American secondary schools. It also examines the phenomenon in three ways: first, through an overview of the key issues and individuals that have influenced models of adolescent literacy instruction in the past. Second, through the use of Michel Foucault's (1984/1988) concept of genealogy, a historical analytic that makes possible the disruption of assumptions about the naturalness or inevitability of discourses, such as "every teacher a teacher of reading". Finally, through a call for a relational model of adolescent literacy instruction that uses both a theory of action and a theory in action. Two overarching and competing models of literacy instruction have dominated the field of adolescent literacy instruction since its inception: the autonomous and the ideological.
