A Unit of Our Own: One Attempt to Let Students Guide the Curriculum

Autor/inn/en	Marstaller, Mimi; Amoakoh, Josephine
Titel	A Unit of Our Own: One Attempt to Let Students Guide the Curriculum
Quelle	In: Journal for Multicultural Education, 17 (2023) 4, S.485-496 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-02-2022-0035
Schlagwörter	Refugees; English Language Learners; Grade 11; Grade 12; Language Arts; Theater Arts; Student Centered Learning; Textbook Selection; School Community Relationship; Social Justice; Cooperation; Race; Ethnicity; Cultural Context; Independent Study; Learner Engagement; Learning Experience; Teaching Methods + Suchen Sie Ihr Suchwort? Flüchtling; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Sprachkultur; Theaterwissenschaft; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Soziale Gerechtigkeit; Co-operation; Kooperation; Rasse; Abstammung; Ethnizität; Selbststudium; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Purpose: This paper aims to explore how teachers' choice of text, centering of student voices and collaboration with the community around a language arts curriculum impacted the engagement and learning experiences of 85 11th and 12th-grade refugee background students designated as English language learners. Design/methodology/approach: A qualitative self-study framework that inquired into the assumptions about teaching and learning and the roles as social justice educators framed this narrative paper. Student journaling and teachers' reflection logs and observations of class dramatization during a lesson unit on the play "Les Blancs" by Lorraine Hansberry formed the research text and informed the thematic analysis and findings of this study. The lenses of culturally sustaining pedagogy and a third space helped unpack the vantages of student voice and community engagement in the curriculum. Findings: In a unit whose central text was chosen based on students' racial and ethnic identities and their interests, they actively engaged in class and role-played as teachers, generating content that fostered their linguistic repertoires and critical discussions in class. Collaboration with community partners boosted the teacher's agency with the curriculum and created a model of collaboration and learning for the class. Originality/value: Student voices and community engagement in learning are powerful tools for designing culturally sustaining pedagogies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01