"I Guess I "Do" Know a Good Story": Re-Envisioning Writing Process with Native American Students and Communities

Autor/inn/en	Stanton, Christine Rogers; Sutton, Karl
Titel	"I Guess I "Do" Know a Good Story": Re-Envisioning Writing Process with Native American Students and Communities
Quelle	In: English Journal, 102 (2012) 2, S.78-84 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Literacy; American Indians; American Indian Students; Criticism; Writing Processes; Photography; Interviews; Older Adults; Teaching Methods; Writing (Composition); American Indian Reservations; High School Students; English Instruction; Language Arts; Program Descriptions + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; American Indian; Indianer; Kritik; Fotografie; Interviewing; Interviewtechnik; Älterer Erwachsener; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibübung; Indianerreservat; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English langauage lessons; Englischunterricht; Sprachkultur
Abstract	In two projects described in this article, the authors discuss the use of Photovoice and Elder Interviews to draw upon visual and spoken forms of community-based literacy, generate ideas for written projects, promote a connection to community and culture, and engage students in critical analysis of writing process. Both projects took place in communities on and bordering an Indian reservation in the Intermountain West. Over the course of several years, Native and non-Native students in traditional, alternative, and virtual high school settings have participated in these forms of place-based literacy learning as part of English language arts coursework and community-based research projects in the community.(Contains 2 figures and 5 notes.) (ERIC).
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