Poster #27 - Searching for Student Voices in Social Justice–Oriented English Classrooms

• In Event: 25.087 - MTCC Poster Session Four
  In Poster Session: 25.087-4 - Youth, Power, Reflection, and the Word

Abstract

This research explores the perspectives of adolescent students as depicted in empirical studies of social justice-oriented English/language arts (ELA) classrooms. While the notion of social justice has recently become more closely associated with ELA pedagogy (Conference on English Education, 2009), the student voice has been largely absent from studies of such pedagogy. Importantly, young people have unique perspectives on learning, teaching, and schooling and their voices should be listened to and responded to by adults (Cook-Sather, 2006). This study aims to distill the commonalities present in studies in which social justice is foregrounded in ELA research and teacher practice, and to identify promising paths for future empirical research.

Author

• Greg Bartley, University of Wisconsin - Madison