"Lunch Is Gross": Gaining Access to Powerful Literacies

Autor/in	Gatto, Lynn
Titel	"Lunch Is Gross": Gaining Access to Powerful Literacies
Quelle	In: Language Arts, 90 (2013) 4, S.241-252 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-9170
Schlagwörter	Ethnography; Critical Literacy; Lunch Programs; Urban Schools; Language Arts; Active Learning; Activism; Teaching Methods; Writing Assignments; Video Technology; Food; Interdisciplinary Approach; New York + Suchen Sie Ihr Suchwort? Ethnografie; Kritisches Lesen; Mittagessen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sprachkultur; Aktives Lernen; Aktivismus; Politischer Protest; Teaching method; Lehrmethode; Unterrichtsmethode; Lebensmittel; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	This ethnographic study documents how a space for critical literacy practices emerged as one teacher attempted to make literacy learning authentic. The school lunch program in an urban elementary district provided the theme for an authentic and focused literacy unit. Throughout this focus unit, the students not only met state standards but also engaged in unpacking the relationship between power and language by asking complex questions about race relations, resource inequities, and institutional politics. The description and analysis reveal and characterize three conceptual categories of critical literacy practices: 1) attentive, 2) connective, and 3) disruptive. In attentive practices, students become aware of voice in consuming and producing texts, while in connective practices, texts become a vehicle for agency. Disruptive practices bring voice and agency together to afford production of text for transformation of our world. It was through these critical literacy practices that students made meaning and communicated those meanings for real audiences and real purposes. (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10