Steering Legacies: Pedagogy, Literacy, and Social Justice in Schools

Autor/in	Jocson, Korina M.
Titel	Steering Legacies: Pedagogy, Literacy, and Social Justice in Schools
Quelle	In: Urban Review: Issues and Ideas in Public Education, 41 (2009) 3, S.269-285 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-008-0103-0
Schlagwörter	Social Justice; Urban Schools; Adolescents; Literacy Education; Poets; Authors; Culturally Relevant Education; Instructional Innovation; School Community Relationship; Partnerships in Education; Writing (Composition); Competition; California + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Dichter; Author; Autor; Autorin; Educational Innovation; Bildungsinnovation; Hochschulpartnerschaft; Schreibübung; Wettkampf; Kalifornien
Abstract	This article builds upon more than 6 years of critical research in urban schools in northern California to offer a particular perspective on teaching for social justice. Concerned with prevailing issues in adolescent literacy, this article examines instantiations of literacy instruction in the shadow of the late activist poet June Jordan and with the support of Pulitzer Prize-winning author Alice Walker. It focuses on culturally responsive pedagogy to understand not only their work but also the work of teachers and other educators. Central to the discussion are two kinds of pedagogical innovations, one based on a school-community partnership and the other a district-wide sponsored writing contest. Implications for classroom practice and key lessons useful for teachers interested in similar work are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10