Literaturnachweis - Detailanzeige
| Autor/inn/en | Seglem, Robyn L.; Bonner, Sarah M. |
|---|---|
| Titel | Igniting social action in the ELA classroom. Inquiry as disruption. |
| Quelle | New York: Teachers College Press (2022), XV, 135 S. |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9780807767542; 9780807767559; 9780807781326 (EPUB) |
| Schlagwörter | Language arts (Secondary); Social aspects; Literature; Study and teaching (Secondary); Empathy; Civics; Bildungstheorie; Bildungspraxis |
| Abstract | "Student-driven inquiry has a lasting impact on student learning, yet when students simply ask those questions from within their own contexts, they very rarely pose questions that shape their understanding of the world outside these contexts. While teachers cannot transport students literally to a new context for any extended length of time, we can transport them figuratively through literature that introduces students to characters and worlds that exist outside their lived experiences. Through this exposure, students can develop questions that seek to build empathy for others. Through this empathy, we can position students to be change agents in their communities, in the larger world. While there are many titles that promote inquiry, few equip students with the thinking and skills needed to disrupt the world. Drawing upon theorists in critical literacy, student motivation, and culturally responsive pedagogy, this book translates these ideas into practical approaches to enacting them in the classroom. It provides teachers with step-by-step guides for developing a class culture that welcomes curiosity and ignites social action. In addition, each chapter poses questions designed to get teachers thinking about how to create their own experiences around using inquiry with students to disrupt social problems"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2023/4/12 |
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