Challenging Audiences to Listen: The Performance of Self-Disclosure in Community Writing Projects

Autor/inn/en	Lohr, Justin; Lindenman, Heather
Titel	Challenging Audiences to Listen: The Performance of Self-Disclosure in Community Writing Projects
Quelle	In: Community Literacy Journal, 13 (2018) 1, S.71-86 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-9734
Schlagwörter	Social Problems; Social Change; Self Disclosure (Individuals); Public Opinion; Audiences; Empathy; High School Students; School Community Relationship; Partnerships in Education; Writing Instruction; Student Attitudes; Writing (Composition); Community Programs; Program Descriptions; Attitude Change; English Instruction; College School Cooperation; Sense of Community; College Students; Grade 9; Advocacy; Literary Genres + Suchen Sie Ihr Suchwort? Social problem; Soziales Problem; Sozialer Wandel; Öffentliche Meinung; Spectator; Zuschauer; Empathie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulpartnerschaft; Schreibunterricht; Schülerverhalten; Schreibübung; Attitudinal change; Einstellungsänderung; English langauage lessons; Englischunterricht; Collegestudent; School year 09; 9. Schuljahr; Schuljahr 09; Sozialanwaltschaft; Literarische Form
Abstract	Young people have the potential to transform public perspectives about pressing social issues--if their audiences listen deeply to what they have to say. This article examines the ways that high school student participants in a community-university writing partnership employ self-disclosure, or emotion sharing, to encourage audiences to listen empathically to performances about complex social issues. Our analysis of two student performance pieces reveals rhetorical strategies that might promote empathic listening. We argue that empathic listening is a necessary precondition for the kind of collective community listening that can lead to social change. (As Provided).
Anmerkungen	Community Literacy Journal. Veronica House 317 UCB, University of Colorado Boulder, Boulder, CO 80309. e-mail: editorsclj@gmail.com; Web site: http://communityliteracy.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01