Emergent Conscientization Among Pre-Teens Through Critical, Socioculturally Responsive Literacy Pedagogy
Document Type
Presentation
Presentation Date
4-27-2017
Abstract or Description
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.
Sponsorship/Conference/Institution
American Educational Research Association Annual Meeting (AERA)
Location
San Antonio, TX
Recommended Citation
Stevenson, Alma D., Scott A. Beck.
2017.
"Emergent Conscientization Among Pre-Teens Through Critical, Socioculturally Responsive Literacy Pedagogy."
Department of Curriculum, Foundations, & Reading Faculty Presentations.
Presentation 131.
https://digitalcommons.georgiasouthern.edu/curriculum-facpres/131
