Justice for Justyce: Using "Dear Martin" and Founding Documents to Create Revolutionary Remixes

Autor/inn/en	Ovitt, Brigid; Rice, Mary Frances
Titel	Justice for Justyce: Using "Dear Martin" and Founding Documents to Create Revolutionary Remixes
Quelle	In: Journal of Language and Literacy Education, 16 (2020) 2, (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	High School Students; Grade 12; Humanities Instruction; Class Activities; Learning Activities; Current Events; History Instruction; Racial Bias; Social Justice; Fiction; Adolescent Literature; Multiple Literacies; Multimedia Materials + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 12; 12. Schuljahr; Schuljahr 12; Geisteswissenschaftlicher Unterricht; Lernaktivität; Aktualität; History lessons; Geschichtsunterricht; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Fiktion; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur
Abstract	In this teacher practitioner article, we share our experience presenting a humanities lesson in which students created a remix, or mashup, by combining contemporary fiction with historical documents. Theoretical underpinnings of this project included the work of linguists Kress and Van Leeuwen, who noted that texts are shaped by multiple recontextualizations or remediations by different creators and users in different places at different times. Kellner's work exploring how readers use history to read texts and texts to read history also informed our practice, as did Bakhtin's conceptualization of the intertextual linkages and nesting of ideas. Our context was a private school in the southwest U.S., which began as an institution for assimilating indigenous youth. We presented this lesson to a racially, ethnically, and economically diverse 12th grade class of ten students. The remix activity encouraged students to engage with the documents and to explore the tense relation between the ideals of our country and current realities. The lesson resulted in students grappling with current examples of racism in their lives and in society at large and producing works that showed understanding of the how the past is woven into the fabric of the present. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01