"They Always Make It Right. We Can Do That for Everybody": Young Adolescents Considering (In)Justice When Reading

Autor/inn/en	Chandler, Caleb; Wegrzyn, Kaitlin
Titel	"They Always Make It Right. We Can Do That for Everybody": Young Adolescents Considering (In)Justice When Reading
Quelle	In: Middle Grades Review, 8 (2022) 3, Artikel 3 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Early Adolescents; Adolescent Attitudes; Adolescent Literature; Social Justice; Experience; Ideology; Thinking Skills; Student Attitudes; Middle School Students; Grade 7; Social Class; Race; Reading Assignments; Student Experience; Discourse Analysis + Suchen Sie Ihr Suchwort? Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Soziale Gerechtigkeit; Erfahrung; Ideologie; Denkfähigkeit; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Social classes; Soziale Klasse; Rasse; Abstammung; Studienerfahrung; Diskursanalyse
Abstract	This paper draws on Bakhtin's (1981) notions of discourse and ideological becoming to investigate how adolescents' experiences with young adult literature and other texts might inform their thinking around issues of social justice. We engaged in a number of activities with the young adolescent participants: thought maps, illustrations of poignant scenes, written accounts of personal experiences, and focus group interviews. Using these activities as our data for this paper, we explain how the young adolescent participants called upon discourses of social justice to engage in the process of ideological becoming. Thus, the paper concludes that texts have the potential to affect students' ways of thinking and being in profound ways. (As Provided).
Anmerkungen	University of Vermont - Middle Grades Review. Waterman Hall, Burlington, VT 05405. Web site: http://scholarworks.uvm.edu/mgreview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01