Paying Attention: Talking about Social Justice in a Reading Intervention Program

Autor/in	Johnson, Danielle
Titel	Paying Attention: Talking about Social Justice in a Reading Intervention Program
Quelle	In: Voices from the Middle, 18 (2010) 2, S.26-35 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-4762
Schlagwörter	Social Justice; Reading Improvement; Grade 9; Gender Bias; Intervention; Reading Programs; Junior High School Students; Discussion (Teaching Technique); Social Bias; Racial Bias; Poverty; Social Problems; Grade 8; Questioning Techniques; Power Structure; Critical Thinking + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; School year 09; 9. Schuljahr; Schuljahr 09; Geschlechterstereotyp; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Racial discrimination; Rassismus; Armut; Social problem; Soziales Problem; School year 08; 8. Schuljahr; Schuljahr 08; Befragungstechnik; Fragetechnik; Kritisches Denken
Abstract	Attempting discussions about social justice issues in a junior high classroom can be a daunting but critical task. Uncertainty about how to get conversations started, along with fear about where such talk might lead, can make the task easy to dismiss. In this paper, one teacher tells her story of inviting rich discussion about a variety of issues--including racism, sexism, and poverty--in a classroom targeting 8th and 9th graders in a reading intervention program. Strategies to encourage discussion included inviting all students, modeling critical questioning, being open and honest, sharing control with students, and finding the right texts. (Contains 1 figure.) (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10