Adolescents' Engagement in Writing Practice for Critical Literacy

• In Event: Marriott Roundtable Session Five
  In Roundtable Session: Critical Adolescent Writing and Literacies (Table 6)

Abstract

Drawn from a year-long qualitative study, this paper discusses how students engage in critical writing under the guidance of a self-identified critical educator. The analysis of the students’ writing shows both possibilities and challenges with secondary students practicing critical writing. The findings suggest that the students engaged in critical writing practice presenting their diverse points of view without the pressure of seeking the correct answer. However, other components such as critical awareness of the current realities of oppression and the transformation of the oppressed realities to promote justice were rather lacking. The findings suggest that educators could consider offering more critical writing opportunities addressing broader social and political issues to garner justice-based practices to fully engage in critical writing practice.

Authors

• Bogum Yoon, Binghamton University - SUNY
  Presenting Author

• Diana Murtaugh, Binghamton University - SUNY
  Presenting Author