Using an Alternative Eco-Literacies Framework in High School English: Students Engage, Rebuild, and Talk Back

• In Event: Poster Session 8
  In Poster Session: International Perspectives on Ecoliteracies: Work at the Intersection of Community, Environmental, and Scientific Issues

Abstract

During a practitioner inquiry research project in Ontario, Canada, alternative high school English students worked with an alternative ecoliteracies framework that highlighted cultural and critical perspectives of environmental issues. This paper looks at how the framework was received and perceived by students during the unit and their reflections on ecoliteracies as a pedagogical tool during follow up focus groups. By examining students’ classroom work and models of ecoliteracies the paper comments on how students engage, rebuild and talk back to ecoliteracies as a set of lenses for interpreting environmental issues.

Author

• Velta Douglas, University of Toronto