Bringing together the voices of researchers and teachers, this volume addresses how teachers connect theory to practice in the middle school English Language Arts education setting and explores how to teach and engage with young adults in a way that treats them as ethical and thoughtful citizens.
Bringing together the voices of researchers and teachers, this volume addresses how teachers connect theory to practice in the middle school English Language Arts education setting and explores how to teach and engage with young adults in a way that treats them as ethical and thoughtful citizens.
Jason DeHart is Assistant Professor of Reading Education and Special Education at Appalachian State University, USA. Carla K. Meyer is Associate Professor of Literacy Education at Duquesne University, USA. Katie Walker is Assistant Professor of Literacy, Language, and Culture at the University of Southern Maine, USA.
Inhaltsangabe
Introduction and Background from the Editors Section 1: Troubling Notions of TextChapter 1. Critical Digital Literacy by Dani Kachorsky, Alexandria Perez, and John Hill Chapter 2. Student Voice is Power: Incorporating Critical Witness and Testimony in Middle School Classrooms by Rachelle Savitz and Daniel Stockwell Chapter 3. Exploring What Counts as Text: The Possibilities of Picture Books and Graphica with Early Adolescents by Stephanie Reid Section 2: Troubling Notions of Situating Practice Chapter 4. A Call to Action: Setting the Stage for Equity in the Classroom by Kim O'Donnell Chapter 5. Dialogue as Disruption: The Power of Middle Grades Classroom Talk by Amanda Rigell and Arianna Banack Chapter 6. Literacy for the Middle Grades: Its Antecedent Necessities, Subsequent Needs, and Future Aspirations by Mary Roe Section 3: Troubling Notions of Student and Teacher Identity Chapter 7. I am the Body Beautiful: Disidentification and the Queering of the Young Adolescent by Matthew Thomas-Reid Chapter 8. Multilingualism in Middle School Education by Katie Walker Chapter 9. What Do We Believe about Middle Grades Literacy and Race? Interrogating Practices and Pedagogies of Middle Grades Literacy Education through the Lens of Critical Race Theory by Kristie White Smith Chapter 10. Dis-Orienting Pedagogy: Teaching Critical Engagement with Orientalism and Islamophobia by Fatima van Hattum Concluding Section Chapter 11. Remaining Reflective by Jason D. DeHart
Introduction and Background from the Editors Section 1: Troubling Notions of TextChapter 1. Critical Digital Literacy by Dani Kachorsky, Alexandria Perez, and John Hill Chapter 2. Student Voice is Power: Incorporating Critical Witness and Testimony in Middle School Classrooms by Rachelle Savitz and Daniel Stockwell Chapter 3. Exploring What Counts as Text: The Possibilities of Picture Books and Graphica with Early Adolescents by Stephanie Reid Section 2: Troubling Notions of Situating Practice Chapter 4. A Call to Action: Setting the Stage for Equity in the Classroom by Kim O'Donnell Chapter 5. Dialogue as Disruption: The Power of Middle Grades Classroom Talk by Amanda Rigell and Arianna Banack Chapter 6. Literacy for the Middle Grades: Its Antecedent Necessities, Subsequent Needs, and Future Aspirations by Mary Roe Section 3: Troubling Notions of Student and Teacher Identity Chapter 7. I am the Body Beautiful: Disidentification and the Queering of the Young Adolescent by Matthew Thomas-Reid Chapter 8. Multilingualism in Middle School Education by Katie Walker Chapter 9. What Do We Believe about Middle Grades Literacy and Race? Interrogating Practices and Pedagogies of Middle Grades Literacy Education through the Lens of Critical Race Theory by Kristie White Smith Chapter 10. Dis-Orienting Pedagogy: Teaching Critical Engagement with Orientalism and Islamophobia by Fatima van Hattum Concluding Section Chapter 11. Remaining Reflective by Jason D. DeHart
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