Emergent Conscientization Among Pre-Teens Through Critical, Socioculturally Responsive Literacy Pedagogy

Research output: Contribution to conferencePresentation

Abstract

This paper analyzes data from a summer literacy program for pre-teen children of migrant farm workers. The program stressed student interaction within a socioculturally relevant pedagogy incorporating enabling, mentor texts. Using their own responses to these texts as scaffolding, the students collaborated to create illustrated narratives about growing up as migrants. The program provided a safer space that encouraged the students to express their experiences during literacy tasks, cultivated their emergent conscientization, and empowered them to articulate their concerns regarding topics that are normally silenced in their classroom. Our results show how migrant students – and other historically underserved populations – can inform and challenge teachers, citizens, policy-makers, and themselves to transform the systemic injustices they face.

Original languageAmerican English
StatePublished - Apr 27 2017
EventAmerican Educational Research Association Annual Meeting (AERA) -
Duration: Apr 15 2018 → …

Conference

ConferenceAmerican Educational Research Association Annual Meeting (AERA)
Period04/15/18 → …

Keywords

  • Emergent
  • Conscientization
  • Pre-teens
  • Critical
  • Socio-culturally
  • Responsive
  • Literacy pedagogy

DC Disciplines

  • Curriculum and Instruction
  • Curriculum and Social Inquiry

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