Engaging Asset-Based and Critical Pedagogies Through Students' Intertextual Connections

• In Event: 79.050 - MTCC Roundtable Session 36
  In Roundtable Session: 79.050-2 - Pedagogies That Challenge Norms

Abstract

This paper draws on microethnographic/discourse analysis methods and Bloome and Egan-Robertson’s (1993) framework of intertextuality to examine how upper elementary students proposed intertextual connections to social studies curricula that went beyond narrow learning objectives connected to standardized testing. I argue that engaging in critical discussions around students’ intertextual connections offers one way in which teachers can enact asset-based and critical approaches to mandated curricula.

Author

• Jessica Somerville-Braun, Skidmore College