Empowerment through Rejection: Challenging Divisions between Traditional, Authentic and Critical Writing Pedagogy

Autor/inn/en	Barnes, Meghan E.; Coffey, Heather
Titel	Empowerment through Rejection: Challenging Divisions between Traditional, Authentic and Critical Writing Pedagogy
Quelle	In: English Teaching: Practice and Critique, 20 (2021) 3, S.313-327 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1108/ETPC-02-2020-0011
Schlagwörter	Teaching Methods; Writing Instruction; Change Agents; Audiences; Instructional Effectiveness; Authentic Learning; Service Learning; Middle School Students; English Instruction; Language Arts; Student Attitudes; Self Esteem; Student Empowerment; Educational Benefits; Critical Theory; Action Research; Participatory Research; Social Justice; Social Change; Personal Autonomy; Decision Making + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Spectator; Zuschauer; Unterrichtserfolg; Service-Learning; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; English langauage lessons; Englischunterricht; Sprachkultur; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Studienberechtigung; Bildungsertrag; Kritische Theorie; Projektforschung; Forschungstätigkeit; Soziale Gerechtigkeit; Sozialer Wandel; Individuelle Autonomie; Decision-making; Entscheidungsfindung
Abstract	Purpose: The purpose of this study is to inquire into the effectiveness of authentic writing instruction embedded in a critical service-learning project in a middle school English Language Arts curriculum. Design/methodology/approach: This paper analyzes middle school students' survey responses before and after their participation in a critical service-learning project designed to engage students in authentic writing. Specifically, the paper considers students' perspectives of community and writing as a result of their participation in the project. Findings: Participants' perspectives fell into three categories: audience influence, empowerment or personal knowledge to act and confidence in ideas. Originality/value: These perspectives suggest a deviation from common findings regarding the benefits of authentic writing instruction, as the presence of an audience in this study often hindered student confidence in their abilities as writers and community change agents. Authors draw from the findings to offer recommendations to support teachers in effectively incorporating authentic writing practices and audiences into their instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01