Reading, Writing, and Revolution: Facilitating Social Activism in First Grade

Autor/in	Silva, Janelle M.
Titel	Reading, Writing, and Revolution: Facilitating Social Activism in First Grade
Quelle	In: Social Studies, 107 (2016) 5, S.1-8 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2016.1192095
Schlagwörter	Grade 1; Activism; Social Action; Cultural Awareness; Participant Observation; Charter Schools; Multicultural Education; Artists; Social Problems; Consciousness Raising; Reflection; Social Justice; California + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Aktivismus; Politischer Protest; Soziales Handeln; Cultural identity; Kulturelle Identität; Teilnehmende Beobachtung; Charter school; Charter-Schule; Multikulturelle Erziehung; Artiste; Artist; Künstler; Künstlerin; Social problem; Soziales Problem; Bewusstseinsbildung; Soziale Gerechtigkeit; Kalifornien
Abstract	This article examines how teachers can develop a sense of social activism in students through critical multiculturalism. Drawing upon data from a nine-month participant observation study of a first-grade public charter school classroom in central California, this article highlights how teachers can integrate critical multiculturalism within an elementary classroom by connecting artists' lives to social issues to raise awareness of social injustices, promote critical reflection and consciousness, and develop a sense of social activism. Particular attention is paid to how teachers can incorporate this curriculum into their own classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01