Teaching Secondary Language Arts Students Antiracist Perspectives While Building Argumentative Skills in Computer-Mediated Discussions

• In Event: Solidarity, Education, and Advocacy: Approaches to Supporting Historically Marginalized Students

Abstract

With participants in language arts classes in a rural high school, this study explored secondary students’ response when they were taught ways to resist oppression for social justice through text-based online discussions. Investigating students’ views on race and tracing changes in their ideas, discussion roles, and use of medium afforded a perspective on ways to guide students to develop critical awareness. This study also explored instructional practices for teaching students how to form and express argumentative stances while discussing critical topics.

Author

• Hannah Park, University of Wisconsin - Madison
  Presenting Author