Are We Making "PROGRESS"? A Critical Literacies Framework to Engage Pre-Service Teachers for Social Justice

Autor/inn/en	Matteson, Holly C.; Boyd, Ashley S.
Titel	Are We Making "PROGRESS"? A Critical Literacies Framework to Engage Pre-Service Teachers for Social Justice
Quelle	In: Journal of Language and Literacy Education, 13 (2017) 1, S.28-54 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	Critical Literacy; Preservice Teachers; English Teachers; Social Justice; Preservice Teacher Education; Childrens Literature; Adolescent Literature; Young Adults; Models; Literature Appreciation; Literary Devices; Race; Sexual Orientation; Sex Role; Interpersonal Relationship; Social Capital; Social Environment; Social Class; Stereotypes; Instructional Material Evaluation + Suchen Sie Ihr Suchwort? Kritisches Lesen; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Soziale Gerechtigkeit; Lehramtsstudiengang; Lehrerausbildung; 'Children''s literature'; Kinderliteratur; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Young adult; Junger Erwachsener; Analogiemodell; Literarische Wertung; Literaturarbeit; Rasse; Abstammung; Sexuelle Orientierung; Geschlechterrolle; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sozialkapital; Soziales Umfeld; Social classes; Soziale Klasse; Klischee
Abstract	In this article, authors describe an original framework aimed to acquaint pre-service English teachers with concepts related to social justice to facilitate their critical literacies related to eight components: positionality, race, orientation, gender, relationships, environment, social class, and stereotypes (PROGRESS). Authors then illustrate this text-based approach through an application of the paradigm to the young adult text "The Absolutely True Diary of a Part-Time Indian" with the hope that this model will be both useful for helping pre-service teachers participate in critical conversations on literature and social issues as well for assisting those candidates in finding starting points for similar work with their future students. Possibilities for implementing the paradigm in classroom practice are offered, which embrace examining intersectionalities and recognizing silences in the myriad texts to which the framework can be adapted. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01