Migrant Students' Emergent Conscientization through Critical, Socioculturally Responsive Literacy Pedagogy

Autor/inn/en	Stevenson, Alma; Beck, Scott
Titel	Migrant Students' Emergent Conscientization through Critical, Socioculturally Responsive Literacy Pedagogy
Quelle	In: Journal of Literacy Research, 49 (2017) 2, S.240-272 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X16683418
Schlagwörter	Summer Programs; Literacy Education; Migrant Education; Social Influences; Culturally Relevant Education; Literature; Workshops; Reading Instruction; Writing Instruction; Documentaries; Novels; Picture Books; Personal Narratives; Program Effectiveness; Hispanic American Students; Grade 5; Grade 6; Grade 7; Preadolescents; Mexican Americans; Journal Writing; Bilingual Students; Experience; Georgia + Suchen Sie Ihr Suchwort? Sommerkurs; Sozialer Einfluss; Literatur; Lernwerkstatt; Schulung; Leseunterricht; Schreibunterricht; Documentary film; Documentary films; Dokumentarfilm; Novel; Roman; Picture book; Bilderbuch; Erlebniserzählung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Pre-adolescence; Präadoleszenz; Zeitschriftenaufsatz; Erfahrung
Abstract	This article analyzes data from a summer literacy program for intermediate and middle-level children of migrant farmworkers. The program was grounded in a sociocultural perspective on literacy, stressing the importance of interaction and collaboration within socioculturally responsive pedagogy, using enabling literature to empower students. Adaptations of readers' and writers' workshop methods, emphasizing the significance of valuing students' individual responses, were used throughout. The students were presented with a documentary, young adult novels, and more than two dozen children's picture storybooks representing the lives of migrant farmworkers. Then, using their own responses to these enabling mentor texts as scaffolding, the students collaborated to create illustrated narratives about growing up as migrants. The program provided a safe space that encouraged migrant students to express their experiences and concerns--normally silenced in classrooms--during literacy tasks and empowered them to ask for support. The program demonstrated the benefits of combining socioculturally responsive critical literacy pedagogy with enabling instructional materials in the development of emergent conscientization among the students. Finally, this article shows how the migrant students' perspectives and experiences can inform and challenge teachers, citizens, and policy makers to address the systemic injustices in the lives of migrant children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01