Access and Resistance to Dominant Forms of Discourse: Critical Literacy and "At Risk" High School Students

Autor/in	Lesley, Mellinee
Titel	Access and Resistance to Dominant Forms of Discourse: Critical Literacy and "At Risk" High School Students
Quelle	In: Literacy Research and Instruction, 47 (2008) 3, S.174-194 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
Schlagwörter	Social Justice; Student Reaction; High School Students; At Risk Students; Resistance (Psychology); Critical Thinking; Thinking Skills; Literacy Education; Mentors; Reader Response; Reader Text Relationship; Social Influences; Hispanic American Students; African American Students; Minority Groups; Critical Reading; Dropout Prevention + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Schülerkritik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Resistenz; Kritisches Denken; Denkfähigkeit; Leserbrief; Sozialer Einfluss; Hispanic; Hispanic Americans; Hispanoamerikaner; African Americans; Afroamerikaner; Ethnische Minderheit; Kritisches Lesen
Abstract	In an effort to both challenge and engage adolescent students deemed to be academically "at risk," the purpose of this study was to examine the possibility of creating a pedagogical bridge between dominant (school sanctioned) and non-dominant (non-school) forms of literacy. The study was conducted within a setting where high school students were invited to co-construct a literacy group with two primary adult mentors: an education professor from a local state university and the school's Communities in Schools Youth Coordinator. Through an examination of student response to texts containing themes of social justice, findings for this study reveal that creating contexts where "at risk" adolescents can explore marginalized positionalities presented in a variety of genres of text creates a bridge between dominant and non-dominant forms of discourse. Implications for the role of critical literacy--taking action to foster a more just society--are presented as a key component for creating this bridge. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10