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Opening and entering critical spaces...

Meacham, Mark R.

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Opening and entering critical spaces: Exploring how high school students and their English teacher navigate the critical literacy classroom.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Opening and entering critical spaces: Exploring how high school students and their English teacher navigate the critical literacy classroom./
Author:	Meacham, Mark R.
Description:	325 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3624211
ISBN:	9781303973529

Opening and entering critical spaces: Exploring how high school students and their English teacher navigate the critical literacy classroom.
Meacham, Mark R.

Opening and entering critical spaces: Exploring how high school students and their English teacher navigate the critical literacy classroom. - 325 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2014.

This research study focused on how students engaged in Critical Literacy practices and the ways their teacher attempted to foster such practices. The study included one experienced critical educator (Lewison, Flint, & Van Sluys, 2002) from an ethnically diverse school in the southeastern United States. This early/middle college high school setting included one tenth grade English class and one eleventh grade English class taught by a fourth year English teacher. A total of 22 students were invited to participate in the study and 21 returned parental consent and student assent forms. The study drew on multiple data sources, including: audio/videotaped observations, fieldnotes, teacher and student interviews, informal conversations, and student work samples. Data analysis focused on what the teacher did to foster student Critical Literacy practices, how the students engaged in those literacy practices, and the degree to which the practices aligned with specific Critical Literacy components (Lewison et al., 2002; Vasquez, Tate, & Harste, 2013).

ISBN: 9781303973529Subjects--Topical Terms:

539262
Education, Secondary.

Opening and entering critical spaces: Exploring how high school students and their English teacher navigate the critical literacy classroom.
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100 1 $a Meacham, Mark R. $3 2104525
245 1 0 $a Opening and entering critical spaces: Exploring how high school students and their English teacher navigate the critical literacy classroom.
300 $a 325 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Adviser: Amy Vetter.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2014.
520 $a This research study focused on how students engaged in Critical Literacy practices and the ways their teacher attempted to foster such practices. The study included one experienced critical educator (Lewison, Flint, & Van Sluys, 2002) from an ethnically diverse school in the southeastern United States. This early/middle college high school setting included one tenth grade English class and one eleventh grade English class taught by a fourth year English teacher. A total of 22 students were invited to participate in the study and 21 returned parental consent and student assent forms. The study drew on multiple data sources, including: audio/videotaped observations, fieldnotes, teacher and student interviews, informal conversations, and student work samples. Data analysis focused on what the teacher did to foster student Critical Literacy practices, how the students engaged in those literacy practices, and the degree to which the practices aligned with specific Critical Literacy components (Lewison et al., 2002; Vasquez, Tate, & Harste, 2013).
520 $a Findings suggested that the teacher used: (a) open-ended questions and model texts, drew on personal experiences and popular culture texts, and positioned students as co-learners in order to foster critical conversations (Leland, Harste, Ociepka, Lewison, & Vasquez, 1999; Schieble, 2012); and (b) in order to foster critical text production (Janks, 2010; Morrell, 2003) familiarized the students with rhetorical appeals, and used critical conversations in conjunction with multimodal text sets to model how one might take up a critical perspective. While fostering such practices, the teacher drew on his personal Critical Pedagogy as well as teaching practices related to a New Literacy Studies perspective. Findings associated with the students suggested they engaged in critical conversations and critical text production by drawing on: (a) personal experience; and (b) new (digital/online) media texts (Janks, 2010). These student literacy practices aligned variably with specific Critical Literacy components. While most students, at one time or another, drew on personal experiences and/or new media texts to engage in critical conversations and/or critical text production, at times other times, certain students did not do either.
590 $a School code: 0154.
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Pedagogy. $3 1669025
690 $a 0533
690 $a 0279
690 $a 0530
690 $a 0456
710 2 $a The University of North Carolina at Greensboro. $b Teacher Education and Higher Education. $3 2104526
773 0 $t Dissertation Abstracts International $g 75-10A(E).
790 $a 0154
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3624211