Where Poems Hide: Finding Reflective, Critical Spaces Inside Writing Workshop

摘要

Research and teaching resources are replete with ideas for creating a more culturally responsive and critical curricula (Allen, 20102. Allen, J. 2010. Literacy in the welcoming classroom: Creating family-school partnerships that support student learning New York: Teachers College Press.. View all references; Bomer & Bomer, 20013. Bomer, R. and Bomer, K. 2001. For a better world: Reading and writing for social action. Portsmouth, NH: Heinemann.. View all references; Lewison, Leland, & Harste, 200821. Lewison, M., Leland, C. and Harste, J. C. 2008. Creating critical classrooms: K-8 reading and writing with an edge London: Routledge.. View all references). Many have suggested that by offering a curriculum that is authentic and meaningful to children, real differences will be made in teaching and learning. In this article, findings are shared when elementary teachers in two schools in the southeastern region of the United Sates implemented a study that integrated poetry with issues related to social justice. Data collected included students' writing, interviews, and classroom observations. Analyses of students' poems and interviews revealed that their compositions and ideas reflected the 4 dimensions of critical literacy identified by Lewison, Flint, and Van Sluys (2002). Through a writing workshop poetry study, the teachers began to reposition children and curriculum, and in the process, built interest in navigating the terrain of more critical approaches to literacy instruction.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; var addthis_config = {"data_track_addressbar":true,"ui_click":true}; Add to shortlist Link Permalink http://dx.doi.org/10.1080/00405841.2012.636328