Apprenticing Literate Citizens Through Morning Meeting: Engaged Participation Through Structures, Space, and Activities

• In Event: Roundtable Session 23
  In Roundtable Session: Words and Worlds: Considering the Power of Literacy in Classrooms and Communities

Abstract

This paper is part of a year-long ethnographic study of an urban second grade mainstream classroom. We home in on the Morning Meeting literacy event to explicate how our focal teacher attentively apprentices her second graders to connect the language and practices of literacy with the language and practices of democratic participation. Through sociocultural discourse analysis we examine patterning across 25 Morning meetings (almost 7 hours of video-taped classroom data) and explicate ways individual components of Morning Meeting were privileged or curtailed; teacher responsive practices, participant roles; the individual and shared literate practices built through Morning Meeting; and the ways the attentiveness and agency of the teacher and students contributed to critical literacy.

Authors

• Maureen P. Boyd, University at Buffalo - SUNY

• Tina Bampton, University at Buffalo - SUNY

• Joel Staples, University at Buffalo - SUNY