Down but Not Out: Using Restorying to Imagine beyond the Constraints of Mandated Texts for Critical Thinking, Empathy, and Identity Work

Autor/inn/en	Torres, Francisco L.; Pytash, Kristine E.
Titel	Down but Not Out: Using Restorying to Imagine beyond the Constraints of Mandated Texts for Critical Thinking, Empathy, and Identity Work
Quelle	In: Journal of Adolescent & Adult Literacy, 67 (2023) 3, S.175-185 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Torres, Francisco L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1315
Schlagwörter	Preservice Teachers; Secondary School Teachers; Language Arts; Literature; Empathy; Justice; Inclusion; Story Telling; Critical Thinking; Reading Material Selection + Suchen Sie Ihr Suchwort? Sprachkultur; Literatur; Empathie; Gerechtigkeit; Inklusion; Kritisches Denken
Abstract	In this paper, we highlight how restorying with preservice secondary English language arts teachers can encourage them to explore what is possible with mandated texts, like those found in the canon, for diverse world building centered in empathy, self-exploration, and justice. Findings highlight the critical reflective process preservice teachers engaged in as they restoryed canonical texts. These findings highlight and how preservice teachers can use restorying as a way to engage the self and others for more inclusive storytelling. Finally, the authors argue that in oppressive spaces that seek to silence marginalized voices, restorying can act as a subversive tool to engage in work that bends toward justice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01