From New York City to the World: Examining Critical Global Literacies in an English Language Arts Classroom

Autor/inn/en	Johnston, Kelly C.; Omogun, Lakeya; Lee, Crystal Chen
Titel	From New York City to the World: Examining Critical Global Literacies in an English Language Arts Classroom
Quelle	In: Journal of Research in Childhood Education, 35 (2021) 2, S.215-230 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnston, Kelly C.) ORCID (Lee, Crystal Chen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2021.1880992
Schlagwörter	Critical Literacy; English Instruction; Language Arts; Grade 7; Public Schools; Urban Schools; Global Approach; Culturally Relevant Education; Social Action; English Teachers; Multimedia Materials; Middle School Students; Middle School Teachers; New York (New York) + Suchen Sie Ihr Suchwort? Kritisches Lesen; English langauage lessons; Englischunterricht; Sprachkultur; School year 07; 7. Schuljahr; Schuljahr 07; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Globales Denken; Soziales Handeln; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	In this article, we examine one teacher's enactment of critical literacy pedagogy in a 7th-grade English language arts classroom in a New York City public school. By conceptualizing critical global literacies in relation to preservice and in-service teaching practices that reflect neoliberal interests, we attend to pedagogy inclusive of culturally, linguistically, and socially diverse learners intended to create equitable and globally contextualized learning opportunities. Through a qualitative case study, we analyzed one teacher's pedagogical enactment of critical global literacies. Our analysis led to four overarching themes: 1) critically understanding that literacies are always globally situated, 2) demonstrating global relevance to students' lives and curricula, 3) incorporating multimodal literacies for multidimensional student engagement, and 4) cultivating socially responsive dispositions through critical reflection and action. These interrelated themes demonstrate pedagogical choices that affirmed students' local lives and experiences in relation to global, international social issues, which are always connected to one another. Findings provide teacher educators nuanced insight into how critical global literacies are extended through critical understandings of literacies, the multimodal nature of literacies, and opportunities for social response, each of which are particularly illuminating for English language arts teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01