Students Taking Social Action: Critical Literacy Practices Through School-As-Museum Learning

IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH
G. Caffrey, R. Rogers
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引用次数: 3

Abstract

Author(s): Caffrey, Genevieve Erker; Rogers, Rebecca | Abstract: Inspired by critical literacy practices, sixth-grade students at Carter Elementary designed, curated, and publicly displayed a museum exhibit to expose and confront issues of social justice. Through this case study of one display within the exhibit, we analyze the ideas and stances represented in each of its artifacts and investigate how, together, the data sources create a discursive chain in regard to social action. We call on critically oriented discourse analysis (Gee, 2005; Rogers a Mosley Wetzel, 2013) to interpret the densely multimodal artifacts, considering how ideas and stances are embodied and intertextual. Our findings reveal how student-created museum learning can stimulate transformative stances toward social action and serve as powerful mediums for youth activism. The study contributes important insights to the field of literacy studies, particularly how social action can be integrated into teaching and learning processes through multimodal public exhibits.
采取社会行动的学生:通过学校作为博物馆学习的批判性读写实践
作者:Caffrey,Genevieve Erker;Rogers,Rebecca |摘要:受批判性识字实践的启发,卡特小学六年级的学生设计、策划并公开展示了一个博物馆展览,以揭露和面对社会正义问题。通过对展览中的一个展览的案例研究,我们分析了其每件作品中所代表的思想和立场,并研究了数据源如何共同创建关于社会行动的话语链。我们呼吁以批判性为导向的话语分析(Gee,2005;Rogers a Mosley Wetzel,2013)来解释密集的多模态工件,考虑到思想和立场是如何体现和互文的。我们的研究结果揭示了学生创建的博物馆学习如何激发对社会行动的变革立场,并成为青年激进主义的强大媒介。该研究为扫盲研究领域提供了重要见解,特别是如何通过多模式的公共展览将社会行动融入教学过程。
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来源期刊
Berkeley Review of Education
Berkeley Review of Education EDUCATION & EDUCATIONAL RESEARCH-
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