"[T]o Carve out New Orders in Experience": Imagination in a Social Action Literacy Project

Autor/in	Epstein, Shira Eve
Titel	"[T]o Carve out New Orders in Experience": Imagination in a Social Action Literacy Project
Quelle	In: English Journal, 99 (2009) 2, S.61-66 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Imagination; Social Action; English Instruction; Student Projects; Grade 8; Middle School Students; Student Experience; Pollution; Sex Education; Eating Habits + Suchen Sie Ihr Suchwort? Soziales Handeln; English langauage lessons; Englischunterricht; Schulprojekt; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Studienerfahrung; Schadstoffbelastung; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Ernährungsgewohnheit; Essgewohnheit
Abstract	When students take a stance on authentic social issues in their English classrooms, they have the opportunity to imagine their world as otherwise. Along with attention to other intellectual skills and civic skills, educators should prioritize the development of imagination, as it is "crucial" if students are to "project and embrace a vision for the future." Social action literacy projects can provide openings for this imaginative way of thinking. In turn, students can see the world as activists, conscious of the potential for social change and prepared to engage in the effort. In this article, the author describes the unfolding of the social action literacy project and two students' experiences. She shares these cases with the belief that teachers can learn from youth, as their responses to the project illuminate the ways social action can provoke adolescents' imaginations in English classrooms. (Contains 1 note.) (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