Emergent Conscientization Among Preteens Through Critical, Socioculturally Responsive Literacy Pedagogy

• In Event: 58.083 - Roundtable Session 26
  In Roundtable Session: 58.083-7 - Culturally Responsive Schooling and Student Success

Abstract

This paper analyzes data from a summer literacy program for pre-teen children of migrant farm workers. The program stressed student interaction within a socioculturally relevant pedagogy incorporating enabling, mentor texts. Using their own responses to these texts as scaffolding, the students collaborated to create illustrated narratives about growing up as migrants. The program provided a safer space that encouraged the students to express their experiences during literacy tasks, cultivated their emergent conscientization, and empowered them to articulate their concerns regarding topics that are normally silenced in their classroom. Our results show how migrant students – and other historically underserved populations – can inform and challenge teachers, citizens, policy-makers, and themselves to transform the systemic injustices they face.

Authors

• Alma Stevenson, Georgia Southern University

• Scott A. Beck, Georgia Southern University