Developing Critical Consciousness Through Multicultural Children's Literature with Critic
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New England Reading Association
Volume 46 • Number 1 • 2010 New England Reading Association Mural in response to children’s and young adolescent literature N news E education R research A article The New England Reading JOURNAL Association Journal Volume 46 • Number 1 • 2010 EXECUTIVE BOARD DELEGATES Editor: Helen R. Abadiano PRESIDENT CONNECTICUT NEW HAMPSHIRE Judith Schoenfeld James Johnston Jennifer McMahon Associate Editors: Jesse P. Turner Rhode Island College Central CT State University The New Hampton School Lynda M. Valerie Providence, RI New Britain, CT New Hampton, NH Department Editors PRESIDENT-ELECT Linda Kauffmann Margaret Salt Spring Hermann Eileen B. Leavitt Capitol Region Education Council Plymouth Elementary School Julia Kara-Soteriou Institute on Disability/UCED Hartford, CT Plymouth, NH Diane Kern Durham, NH Sandip LeeAnne Wilson Miriam Klein Gerard Buteau 1st VICE PRESIDENT Sage Park Middle School Plymouth State University Editorial Board Kathleen Itterly Windsor, CT Plymouth, NH Margaret Salt, Chair Westfield State College Kathleen Desrosiers Westfield, MA MAINE RHODE ISLAND Miriam Klein Linda Crumrine Courtney Hughes Barbara Lovley 2nd VICE PRESIDENT Plummer Motz School Coventry Public Schools Nancy Witherell Lindy Johnson Falmouth, ME Coventry, RI Literacy Coordinator Journal Review Board East Montpelier, VT Barbara Lovley Kathleen Desrosiers Julie Coiro Fort Kent Elementary School Warwick Public Schools Ellen Fingeret PAST PRESIDENT Fort Kent, ME Warwick, RI Carol Reppucci Catherine Kurkjian Margaret Salt Central CT State University Jane Wellman-Little Lizabeth Widdifield Janet Trembly New Britain, CT University of Maine Coventry Public Schools Kenneth J. Weiss Orono, ME Coventry, RI Nancy Witherell SECRETARY _________________________ Subscription rate for Association members Angela Yakovleff MASSACHUSETTS VERMONT and institutions is $35.00 per year; Whitingham Elementary School Cynthia Rizzo Janet Poeton Retired educator membership is $20.00 Wilmington, VT Wheelock College Retired Classroom Teacher per year; Single issues are $20.00 each. -
Literacy As a Source for Critical Consciousness Thought, Language, and Concept of Self Victoria Byerly University of Massachusetts Boston
University of Massachusetts Boston ScholarWorks at UMass Boston Critical and Creative Thinking Capstones Critical and Creative Thinking Program Collection 5-1988 Literacy as a Source for Critical Consciousness Thought, Language, and Concept of Self Victoria Byerly University of Massachusetts Boston Follow this and additional works at: http://scholarworks.umb.edu/cct_capstone Part of the Education Commons Recommended Citation Byerly, Victoria, "Literacy as a Source for Critical Consciousness Thought, Language, and Concept of Self" (1988). Critical and Creative Thinking Capstones Collection. Paper 39. http://scholarworks.umb.edu/cct_capstone/39 This is brought to you for free and open access by the Critical and Creative Thinking Program at ScholarWorks at UMass Boston. It has been accepted for inclusion in Critical and Creative Thinking Capstones Collection by an authorized administrator of ScholarWorks at UMass Boston. For more information, please contact [email protected]. LITERACY AS A SOURCE FOR CRITICAL CONSCIOUSNESS THOUGHT, LANGUAGE, AND CONCEPT OF SELF Submitted in Partial Fulfillment of the Requirement for the Masters of Art Degree by Victoria Byerly Spring 1988 Approved as to Style and Content by: Wanda Teays, R .D. (Advisor) Delores Gal Steven Schwartz, Ph •. Acting Director Critical and Creativ Thinking Program University of Massachusetts, Boston LITERACY AS A SOURCE FOR CRITICAL CONSCIOUSNESS THOUGHT, LANGUAGE, AND CONCEPT OF SELF Submitted in Partial Fulfillment of the Requirement for the Masters of Art Degree in Critical -
Critical Literacy, Digital Platforms, and Datafication
Critical Literacy, Digital Platforms, and Datafication T. Philip Nichols, Baylor University Anna Smith, Illinois State University Scott Bulfin, Monash University Amy Stornaiuolo, University of Pennsylvania [Final manuscript, as accepted for Pandya, J.Z., Mora, R.A., Alford, J., Golden, N.A., & de Roock, R.S. (Eds.), The Handbook of Critical Literacies. Routledge, November 2020] Abstract This chapter considers the place of critical literacy research, teaching, and practice in relation to an emerging media environment characterized by digital platforms and datafication. We outline key ideas associated with platform studies and Big Data, and highlight where current frames for critical literacy align with these concepts. We also contend that platforms and datafication present a challenge for critical literacy scholars and practitioners: while critical literacy is valuable for identifying and analyzing many facets of digital activity, it can strain to explain or intervene in the emergent interplay of social, technical, and economic dimensions that animate digital platforms. Rather than undermining the project of critical literacy, we suggest that these limitations offer an opportunity to clarify the place of critical literacy within a wider repertoire of tactics for mapping, critiquing, and transforming digital ecosystems. We offer some implications such a stance might hold for research, teaching, social action, and practice. Introduction In this chapter, we examine key ideas associated with platform studies and datafication, and their relation to critical literacy. We contend that platform technologies present a challenge for critical literacy scholars: while critical literacy is a powerful resource for identifying and analyzing certain digital practices, it can strain to explain or intervene in the broader social, technical, and economic forces whose entanglements animate digital platforms. -
Critical Literacy
CRITICAL LITERACY: WHAT’S WRITING GOT TO DO WITH IT? Barbara Kamler, Deakin University Based on Keynote address for The English Teachers Association of Queensland State Conference, Marist Brothers College Ashgrove, Queensland August 16, 2002 My address is entitled Critical Literacy: What’s Here the slippage from ‘writing and reading’ Writing Got to Do With It? If I were to give a to ‘reading practices’ is fairly seamless and succinct reply to this question, I could offer three is symptomatic, I would argue, of a broader words. On the one hand, I would say ‘Everything’ tendency for literacy to get read as reading (one word) because I believe writing is central or enacted as reading practices. In Barbara to the project of critical literacy and that a Comber’s (1994) important text on critical critical approach to student writing can make a literacy, she argues that in practice, critical difference - to student’s capacity to understand literacy involves at least three principles for and manipulate both the stories of their lives and action: the genres of schooling. • Repositioning students as researchers of On the other hand, I would say ‘Not enough’ language (two words) because in classrooms where • Respecting student resistance and teachers are enacting critical literacy as part exploring minority culture constructions of a repertoire of literacy practices, the focus of literacy and language use has been more deliberately on reading than writing. So, too, in the research literature, where • Problematising classroom and public academics examine what critical literacy means texts. in early childhood, middle years, high school I would add that in practice, these principles and adult literacy contexts. -
Implementing Critical Literacy Pedagogy
IMPLEMENTING CRITICAL LITERACY PEDAGOGY Implementing Critical Literacy Pedagogy to Pose Challenges and Responses of Elementary School Learners By: Nicole Pittman A research paper submitted in conformity with the requirements For the degree of Master of Teaching Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto Copyright by Nicole Pittman, April 2016 1 IMPLEMENTING CRITICAL LITERACY PEDAGOGY Abstract This case study was designed for the purpose of answering the following research question: how do elementary school teachers implement critical literacies in order to pose critical challenges and responses of learners in the twenty-first century? Using qualitative research methods I conducted semi-structured interviews to gain insight to whether practices and teacher prompts of critical thinking proposed by the recent curriculum documents of the Ontario Ministry of Education are working for my participants. An in-depth literature review and three face-to-face, open-ended interviews brought forth data that highlighted four key themes including: 1.) Constructing Student Identities, 2.) Teacher Critical Pedagogy, 3.) Differentiating the Classroom Environment, and 4.) Supporting Inquiry Based Learning. The accumulation of themes was integrated into a discussion of the research findings, providing recommended strategies and areas for future research. By implementing critical literacies in the classroom, students learn to exist in the world through deeper involvement and engagement of content, leading towards greater social action that has the potential to transform environments of the school and their society. All of my participants along with supporting literature gathered suggest that teachers can foster the kind of inquiry and discussions necessary in a critical literacy program by building safe, inclusive classroom cultures that promote student inquiry. -
Gee's Theory of D/Discourse and Research in Teaching English As A
Gee’s Theory of D/discourse and Research in Teaching English as a Second Language: Implications for the Mainstream Tim MacKay University of Manitoba MacKay, T. Gee’s Theory of D/discourse and ESL 1 In this paper I will undertake an exploration of James Paul Gee’s theory of D/discourses and discuss the relevance of this theory to current research in the fields of second language acquisition (SLA) and teaching English as a second language (TESL/ESL). In doing so, I will elaborate on Gee’s theory of D/discourse and will focus on Gee’s discussion of how D/discourses may be acquired. Following this, I will explore some of the parallels that exist between Gee’s theory and current research in SLA and TESL, and by doing so, will demonstrate how certain conditions are required for D/discourse acquisition to occur in the manner theorized by Gee. My intention is to use Gee’s theory and TESL research to suggest that schools and classrooms with students from minority language backgrounds need to carefully consider the social contexts in which these students are integrated. I also intend to show how Gee’s theory and TESL research provide support for the notion that, for effective language learning and academic achievement to occur for ESL learners, pedagogical interventions need to target students who are first language speaker of English in order to enhance ESL students’ opportunities to learn and integrate into the classroom. Gee’s Theory of D/discourses Linguistic theory has always played a significant role in the formulation of theories for second language acquisition (for summaries see, Beebe, 1988; Ellis, 1985; Fitzgerald Gersten & Hudelson, 2000; Spolsky, 1989). -
Cultivating a Community of Truth Through Critical Pedagogy When
Digital Commons @ George Fox University Faculty Publications - School of Education School of Education 2014 Cultivating a Community of Truth Through Critical Pedagogy When Faced with Resistance: Teaching My Gender Students How to “Ride the Bus” Kevin Jones George Fox University, [email protected] Carol Jo Brazo George Fox University, [email protected] Follow this and additional works at: http://digitalcommons.georgefox.edu/soe_faculty Part of the Education Commons Recommended Citation Jones, Kevin and Brazo, Carol Jo, "Cultivating a Community of Truth Through Critical Pedagogy When Faced with Resistance: Teaching My Gender Students How to “Ride the Bus”" (2014). Faculty Publications - School of Education. Paper 80. http://digitalcommons.georgefox.edu/soe_faculty/80 This Article is brought to you for free and open access by the School of Education at Digital Commons @ George Fox University. It has been accepted for inclusion in Faculty Publications - School of Education by an authorized administrator of Digital Commons @ George Fox University. For more information, please contact [email protected]. Cultivating a Community of Truth Through Critical Pedagogy When Faced with Resistance: Teaching My Gender Students How to “Ride the Bus” Kevin T. Jones, Department of Communication Arts Carol Brazo, College of Education George Fox University Newberg, OR 97132 United States [email protected] [email protected] Abstract This essay will identify how the authors confronted a community of resistance in a Gender and Communication classroom and turned it into a community of truth and tolerance. Working from a theoretical framework of Critical Pedagogy and the work of Parker Palmer, the authors will explore how the classroom is often seen as a culture of fear and disrespect. -
Cultivating Layered Literacies: Developing the Global Child to Become Tomorrow’S Global Citizen
International Journal of Shulsky, D.D., Baker, S.F., Chvala, T. and Willis, J.M. (2017) ‘Cultivating Development Education and Global Learning layered literacies: Developing the global child to become tomorrow’s global citizen’. International Journal of Development Education and Global Learning, 9 (1): 49–63. DOI 10.18546/IJDEGL.9.1.05. Cultivating layered literacies: Developing the global child to become tomorrow’s global citizen Debra D. Shulsky, Sheila F. Baker, Terry Chvala and Jana M. Willis* – University of Houston–Clear Lake, USA Abstract Disappearing cultural, political and physical boundaries push humanity beyond a one-community perspective. Global citizenry requires a set of literacies that affect the ability to communicate effectively, think critically and act conscientiously. This challenges educators to consider reframing instructional practices and curricular content. The authors promote a transliterate approach spanning communication platforms, including layered literacies: critical, civic, collaborative, creative, cultural, digital, environmental, financial, and geographical. Promoting layered literacies provides a landscaped view of reality (featuring a depth and breadth of knowledge and understanding that cultivates culturally sensitive communication skills), increases critical thinking and empowers learners as agents of change. The authors advocate for a paradigm from which teachers can construct curriculum, meet the challenges of a global community and cultivate layered literacies. Keywords: literacy; global citizenship; -
Building Literacy Communities of Those Actions, Would Garner Intense Analytical Scrutiny
BUILDING LITERACY COMMUNITIES The Thirty-Second Yearbook A Doubled Peer Reviewed Publication ofThe Association of Literacy Educators and Researchers Co-Editors Susan Szabo Timothy Morrison Texas A&M University-Commerce Brigham Young University Merry Boggs Linda Martin Texas A&M University-Commerce Ball State University Editorial Assistant Guest Co-Editor Luisa Frias I. LaVerne Raine Texas A&M University-Commerce Texas A&M University-Commerce Copyright 2010 Association of Literacy Educators and Researchers Photocopy/reprint Permission Statement: Permission is hereby granted to professors and teachers to reprint or photocopy any article in the Yearbook for use in their classes, provided each copy of the ar- ticle made shows the author and yearbook information sited in APA style. Such copies may not be sold, and further distribution is expressly prohibited. Except as authorized above, prior written permission must be obtained from the Associa- tion of Literacy Educators and Researchers to reproduce or transmit this work or portions thereof in any other form or by another electronic or mechanical means, including any information storage or retrieval system, unless expressly permitted by federal copyright laws. Address inquiries to the Association of Literacy Educa- tors and Researchers (ALER), Dr. David Paige, School of Education, Bellarmine University, 2001 Newburg Road, Louisville, KY 40205 ISBN: 1-883604-16-8 Printed at Texas A&M University-Commerce Cover Design: Crystal Britton, student at Texas A&M University-Commerce ii OFFICERS AND ELECTED BOARD MEM B ERS Executive Officers 2008-2009 President: Mona W. Matthews, Georgia State University President-Elect: Laurie Elish-Piper, Northern Illinois University Vice President: Mary F. -
Critical Consciousness in Higher Education Myra Dutko National Louis University
National Louis University Digital Commons@NLU Dissertations 12-2016 I Matter, As Does the World: Critical Consciousness in Higher Education Myra Dutko National Louis University Follow this and additional works at: https://digitalcommons.nl.edu/diss Part of the Community Psychology Commons Recommended Citation Dutko, Myra, "I Matter, As Does the World: Critical Consciousness in Higher Education" (2016). Dissertations. 182. https://digitalcommons.nl.edu/diss/182 This Dissertation - Public Access is brought to you for free and open access by Digital Commons@NLU. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Commons@NLU. For more information, please contact [email protected]. Running head : CRITICAL CONSCIOUSNESS IN HIGHER ED 1 NATIONAL LOUIS UNIVERSITY I MATTER, AS DOES THE WORLD: CRITICAL CONSCIOUSNESS IN HIGHER EDUCATION A DISSERTATION SUBMITTED TO THE GRADUATE SCHOOL IN FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTOR OF PHILOSOPHY COMMUNITY PSYCHOLOGY DOCTORAL PROGRAM IN THE COLLEGE OF ARTS AND SCIENCE BY MYRA DUTKO Myra Dutko 2016 Chicago, Illinois April, 2016 Table of Contents Dedication………………………………………………………………………………IV Acknowledgements……………………………………………………………………. V Abstract………………………………………………………………………………… 2 Introduction………………………………………………………………………..…… 3 Alienation: A historical perspective…………………………………………….. 4 Alienation and Critical Disengagement………………………………………… 5 The Zero Paradigm……………………………………………………………… 8 The Effects of Alienation and Critical Disengagement………….………………9 Empowering -
The Practice and Principles of Teaching Critical Literacy at the Educational Video Center
Blackwell Publishing Ltd.Oxford, UK and Malden, USAYSSEThe Yearbooks for the Society of the Study of Education0077-57622004 Blackwell Publishing Ltd20051041 Part Two: Doing Media Literacy in the Schoolsteaching critical literacy at the evcgoodman chapter 11 The Practice and Principles of Teaching Critical Literacy at the Educational Video Center steven goodman We did a documentary about homeless youth . It was an important topic for us to learn and research about because it will change not only the way we think about it, but whoever watches the video will also change their way of thinking about it. And it’s gonna make a difference in people’s lives. —(Vanessa, EVC Documentary Workshop) Overall, what I’ve learned from EVC and what I will take with me, is basically not only working with the camera and things like that and making a documentary, but all in all, how to go out and meet people. And how talk to people. —(Serena, EVC Documentary Workshop) Dialogue is the encounter between men, mediated by the world, in order to name the world. —Paulo Freire (1970, p. 69) Four high school students walk down a mid-Manhattan street as they talk excitedly about who will conduct the first interview. They have generated good questions to ask concerning the problem of homeless youth in New York City, but are not quite sure if anyone will stop to answer them. They pause at a street corner and work awkwardly to disentangle the cables connecting the digital video camera, microphone, and headphones they are holding. Once they sort out their equipment and their crew roles, the book bag and the camera change hands. -
Adult Learning
ADULT LEARNING Contexts of Adult Learning The adage, “Experience is the best teacher,” is unassailable. Adults are learning constantly, so long as they are experiencing their environments with some degree of consciousness.1,2 Irrespective of the common- place of informal adult learning,3 the practice of adult education focuses on several more-or-less institu- tional contexts for adult learning. Adult Literacy and Basic Education includes, most prominently, adult literacy instruction, but also might include teaching home financial management skills,4 or civics for those seeking citizenship.5 Con- siderable effort in adult basic education is also devoted to preparing learners to earn alternative second- ary education credentials, such as the General Education Diploma (GED) in the U.S., for those who have dropped out of school. Considerable controversy surrounds the choice of criteria for what counts as functional literacy.6 Nonethe- less, detailed statistics for the U.S.7 and worldwide8 indicate heterogeneous literacy rates, but with illiter- acy generally on the decline. Evidence suggests that higher literacy rates can reduce the poverty burdens in all nations, but especially in developing nations.9 But the universality and the intensity of the relation between literacy rates and national and individual prosperity are subject to ongoing research.10 The need to increase participation and retention rates in adult basic and literacy education is likewise the subject of a lively body of research.11 Some deterrents to participation are attitudinal, but others are structural. Common deterrents include:12 • Individual, family, or home-related problems, including the need for childcare • Cost concerns • Incompatibilities of time and/or place, including lack of transportation or interference with job hours • Questionable worth, relevance, or quality of available educational opportunities 1 Dewey, J.