"We Treat Them Like Animals in a Cage": A Dialogic Exploration of "Refugee"

Autor/in	Kuehl, Rachelle
Titel	"We Treat Them Like Animals in a Cage": A Dialogic Exploration of "Refugee"
Quelle	In: Reading Horizons, 60 (2021) 3, S.1-23, Artikel 2 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0502
Schlagwörter	Fiction; Refugees; Dialogs (Language); Teaching Methods; Critical Literacy; Cultural Pluralism; Grade 6; Small Group Instruction; Diaries; Teacher Student Relationship; Altruism; Student Attitudes; Death; Jews; European History; Journal Writing; Cues; Critical Thinking; Novels; Cubans; Arabs; War; Immigration; Teacher Role; Power Structure + Suchen Sie Ihr Suchwort? Fiktion; Flüchtling; Dialog; Dialogs; Dialogue; Dialogues; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Lesen; Kulturpluralismus; School year 06; 6. Schuljahr; Schuljahr 06; Diary; Tagebuch; Teacher student relationships; Lehrer-Schüler-Beziehung; Altruistic behavior; Altruismus; Schülerverhalten; Sterbefall; Tod; Todesfall; Jew; Jude; Jüdin; Juden; Zeitschriftenaufsatz; Stichwort; Kritisches Denken; Novel; Roman; Kubaner; Arab; Araber; Krieg; Lehrerrolle
Abstract	Immersion in fiction narratives like Alan Gratz's (2017) "Refugee" can help students recognize and acknowledge our common humanity when discussed in a dialogic classroom using a critical literacy pedagogy. Following the literature on using novel discussions to help students understand pressing societal issues (e.g., Boas, 2012; Hsieh, 2012; Thein et al., 2011) and guided by critical multicultural analysis (Botelho & Rudman, 2009), a dialogic (Bakhtin, 1981) and critical pedagogy (Freire, 1970) was used to lead a small group of sixth-grade students in biweekly discussions of "Refugee." Prior to each of 10 sessions, students wrote dialogue journal entries in response to prompts designed to elicit critical thinking about the events depicted in the novel, which illustrates harrowing ordeals endured by fictional families facing persecution during the Holocaust, in Castro's Cuba, and in the aftermath of the Arab Spring. A thematic analysis (Braun & Clarke, 2006) of students' writing and researcher field notes revealed students' inherent compassion toward refugees and limited background knowledge of refugees' circumstances. Rich dialogic conversations resulted in demonstrations of empathy and newfound critical knowledge about the worldwide refugee crisis. (As Provided).
Anmerkungen	Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: https://scholarworks.wmich.edu/reading_horizons/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01