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Designing Socially Just Learning Communities models an innovative form of professional development for educators and researchers who are seeking ways to transform educational practices. The teachers' practices and actions - in their classrooms and as members of the teacher research group - will speak loudly to policy-makers, researchers, and activists who wish to work alongside them.
Designing Socially Just Learning Communities models an innovative form of professional development for educators and researchers who are seeking ways to transform educational practices. The teachers' practices and actions - in their classrooms and as members of the teacher research group - will speak loudly to policy-makers, researchers, and activists who wish to work alongside them.
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Autorenporträt
Rebecca Rogers is Associate Professor of Literacy at the University of Missouri-St. Louis. Her research focuses on language, identity, and power in and out of school contexts.
Melissa Mosley is Assistant Professor of Language and Literacy at the University of Texas at Austin. Her research focuses on critical literacy learning across the lifespan, particularly how teachers and students together use literacy practices toward social action in and out of the classroom.
Mary Ann Kramer is Coordinator for Adult Education and Literacy in the St.
Louis Public Schools. Prior to this position, she served as Director of the Southside
Women's Center, a community-based women's resource center.
The Literacy for Social Justice Teacher Research Group is a grassroots, teacher-led professional development group dedicated to exploring and acting on the relationships between literacy and social justice.
Inhaltsangabe
Part 1. Beginnings 1: Introduction 2: A Framework for Critical Literacy Education Across the Lifespan: A Case Study of the Literacy for Social Justice Teacher Research Group Part II. An Entry Point: Developing Critical Stances 3: Talking about War in a Second Grade Classroom, Melissa Mosley 4: Writing our Way to Cultural Understandings, Rebecca Light 5: Learning to Listen: Creating Socially Just Curricula for Middle and High School Classrooms, Sarah Hobson 6: "No Disrespect": Literature Discussion as Social Action, Carolyn Fuller 7: Response Chapter- Developing Critical Stances and Multiple Perspectives, Bridgette Jenkins, Mary Ann Kramer, Meredith Labadie, Melissa Mosley, Kathryn Pole and Ben Yavitz Part III. An Entry Point: Critical Inquiry and Analysis 8: Shared Leadership, Adolescent Literacies, and Social Justice Education in the "Third Space", Melissa Mosley and Margaret Finders 9: Designing a Critical Literacy Lab in an Adult Education Center, Mary Ann Kramer and Rhonda Jones 10: The Center for Human Origin and Cultural Diversity: A Catalyst for Social Justice and Racial Literacy, Jacquelyn A. Lewis-Harris 11: Response Chapter- Critical Inquiry and Analysis: Making Space for Critical Literacy, Carolyn Brown, Ora Clark-Lewis, Aleshea Ingram, Mary Ann Kramer, and Melissa Mosley Part IV. An Entry Point: Building Community 12: New Teachers Developing as Educators/Activists, Liesl Buechler and Kate Lofton 13: Working Within and Against Heterosexist and Homophobic Schools: Social Justice and High School Journalism, Janet DePasquale 14: Following the Circles: Organizing for Justice through Literacy Education, Sarah Beaman-Jones 15: Response Chapter- Building Relationships of Struggle and Solidarity, Angela Folkes, Cristina Mann, Melissa Mosley, Rebecca Rogers and Alina Slapac Part V. What Is and What Might Be 16: Designing Socially Just Learning Communities Across the Lifespan: What Is and What Might Be Appendix I: Declaration Statement Appendix II: Frameworks of Critical Literacy Lab: Engaged Instruction, St. Louis Public Schools Adult Education and Literacy Notes on Contributors Films and Children's Books References Index
Part 1. Beginnings 1: Introduction 2: A Framework for Critical Literacy Education Across the Lifespan: A Case Study of the Literacy for Social Justice Teacher Research Group Part II. An Entry Point: Developing Critical Stances 3: Talking about War in a Second Grade Classroom, Melissa Mosley 4: Writing our Way to Cultural Understandings, Rebecca Light 5: Learning to Listen: Creating Socially Just Curricula for Middle and High School Classrooms, Sarah Hobson 6: "No Disrespect": Literature Discussion as Social Action, Carolyn Fuller 7: Response Chapter- Developing Critical Stances and Multiple Perspectives, Bridgette Jenkins, Mary Ann Kramer, Meredith Labadie, Melissa Mosley, Kathryn Pole and Ben Yavitz Part III. An Entry Point: Critical Inquiry and Analysis 8: Shared Leadership, Adolescent Literacies, and Social Justice Education in the "Third Space", Melissa Mosley and Margaret Finders 9: Designing a Critical Literacy Lab in an Adult Education Center, Mary Ann Kramer and Rhonda Jones 10: The Center for Human Origin and Cultural Diversity: A Catalyst for Social Justice and Racial Literacy, Jacquelyn A. Lewis-Harris 11: Response Chapter- Critical Inquiry and Analysis: Making Space for Critical Literacy, Carolyn Brown, Ora Clark-Lewis, Aleshea Ingram, Mary Ann Kramer, and Melissa Mosley Part IV. An Entry Point: Building Community 12: New Teachers Developing as Educators/Activists, Liesl Buechler and Kate Lofton 13: Working Within and Against Heterosexist and Homophobic Schools: Social Justice and High School Journalism, Janet DePasquale 14: Following the Circles: Organizing for Justice through Literacy Education, Sarah Beaman-Jones 15: Response Chapter- Building Relationships of Struggle and Solidarity, Angela Folkes, Cristina Mann, Melissa Mosley, Rebecca Rogers and Alina Slapac Part V. What Is and What Might Be 16: Designing Socially Just Learning Communities Across the Lifespan: What Is and What Might Be Appendix I: Declaration Statement Appendix II: Frameworks of Critical Literacy Lab: Engaged Instruction, St. Louis Public Schools Adult Education and Literacy Notes on Contributors Films and Children's Books References Index
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