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The Potential of English Language Arts Education for Restor(y)ing Hopeful Socioecological Futures
Thu, April 9, 2:15 to 3:45pm PDT (2:15 to 3:45pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: 3rd Floor, Plaza IISession Type: Symposium
Abstract
This session aims to explore how, amidst climate and ecological crisis, Language Arts and Literacy education across prek-12+ levels can contribute to restor(y)ing hopeful futures for all beings on planet Earth. The symposium will feature manuscripts submitted to a special issue on this topic for the journal, English Teaching: Practice and Critique. It features six papers with well-analyzed examples of students, educators, and community members engaging with critical socioecological Language Arts and Literacy education beyond a solely scientific framing, raising important questions and providing exemplars on what this works like, in practice.
Sub Unit
Chair
Papers
Expansive learning with youth: Exploring student inquiries into local and global ecosystems - Jill M. Castek, University of Arizona; Michael Manderino, Northern Illinois University
Drawing Rights to (Re)Story Ecological Wrongs: Tracing the Shape of Children’s “Voice” in Communicating the Climate Crisis - Jon M. Wargo, University of Michigan; Cassie J. Brownell, University of Toronto; Kathleen Schenkel, San Diego State University
Restorying Preservice ELA Teachers’ Beliefs about Climate Literacy Pedagogy - Stephanie Rollag Yoon, Minnesota State University - Mankato; Jana Lo Bello Miller, University of Minnesota
Visual (Re)Storying of Climate Images in the Literacy Classroom: Developing a Model for Climate Literacy Development with Preservice Teachers - Julianna E. Lopez Kershen, University of Oklahoma; Kristy Brugar, University of Oklahoma
Understanding immigrant children’s transnational knowledges about global climate change literacies - Faythe Beauchemin, Boston College; Brenda Luo, Boston College; Li Yong, Boston College; Geying Zhang, Boston College
Coupling Imagination with Action for Sustainable Energy Transitions: Middle School Students Place-Based Authoring of the Future - Michelle Jordan, Arizona State University; Steven J. Zuiker, Arizona State University