Critical literacy finds a 'place': Writing and social action in a low-income Australian grad 2/3 classroom

Comber, Barbara, Thomson, Pat, & Wells, Marg (2014) Critical literacy finds a 'place': Writing and social action in a low-income Australian grad 2/3 classroom. In Winograd, Ken (Ed.) Critical Literacies and Young Learners: Connecting Classroom Practice to the Common Core. Routledge, London, pp. 147-158.

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In a study of socioeconomically disadvantaged children's acquisition of school literacies, a university research team investigated how a group of teachers negotiated critical literacies and explored notions of social power with elementary children in a suburban school located in an area of high poverty. Here we focus on a grade 2/3 classroom where the teacher and children became involved in a local urban renewal project and on how in the process the children wrote about place and power. Using the students' concerns about their neighborhood, the teacher engaged her class in a critical literacy project that not only involved a complex set of literate practices but also taught the children about power and the possibilities for local civic action. In particular, we discuss examples of children's drawing and writing about their neighborhoods and their lives. We explore how children's writing and drawing might be key elements in developing "critical literacies" in elementary school settings. We consider how such classroom writing can be a mediator of emotions, intellectual and academic learning, social practice, and political activism.

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ID Code: 82713
Item Type: Book Chapter
Additional Information: This is a reprint of a journal article which published in The Elementary School Journal
Vol. 101, No. 4, Special Issue: Writing (Mar., 2001), pp. 451-464, please see related work
Additional URLs:
ISBN: 9780415743228
Divisions: Current > Research Centres > Children & Youth Research Centre
Current > QUT Faculties and Divisions > Faculty of Education
Deposited On: 23 Mar 2015 22:53
Last Modified: 24 Jun 2017 14:38

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