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A Social Justice Approach as a Base for Teaching Writing
Author(s) -
Chapman Thandeka K.,
Hobbel Nikola,
Alvarado Nora V.
Publication year - 2011
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1598/jaal.54.7.8
Subject(s) - pedagogy , curriculum , social justice , class (philosophy) , the arts , action (physics) , action research , psychology , economic justice , language arts , teaching method , sociology , mathematics education , political science , artificial intelligence , law , criminology , physics , quantum mechanics , computer science
In the English language arts classroom, social justice is a way to increase students' abilities to articulate their experiences, critique their world, and address those identified issues with subsequent action. Teachers who practice social justice education cultivate student voice through class activities, readings, assignments, and assessments that allow students to incorporate their personal stories within the contexts of the school curriculum. By teaching students to use genre, voice, research support, and various writing conventions for social justice, teachers help students learn to express themselves as individuals, community members, and global citizens.