Proposal Title
Using Literature as an Avenue for Social Justice in the Classroom
Abstract
Research states that middle school readers' engagement is on the decline. Many researchers argue that school reading is lacking in relevance and meaning for adolescent readers. It is time to make it meaningful. One example is to include the added relevance of reading about a topic such as civil rights to the curriculum. This topic is both relevant and engaging to students. Using social justice themed literature can be an avenue for productive conversation, a broadening of both teacher and student perspectives, and perhaps a means for social change.
Engaging with texts that are meaningful and thought provoking is important for grade six readers. In class it is crucial that students read not just to increase their ability, but also to broaden their perspectives. Reading can be a window into the world. With the world in need of change and justice, incorporating these themes into a literature based discussion is one way to open the dialog with grade six readers.
This unit was implemented for the first time in January 2017. Data from the unit included reflective notebooks, class conversations, quick writes, and student exit tickets, all which illuminated student response to this topic. After looking at this evidence, the impact of examining these topics with readers is clear. This presentation will highlight the back story of this unit’s development as well as share insights gained through observation, exit tickets, other artifacts, and student conversations.
Start Date
28-3-2018 3:10 PM
End Date
28-3-2018 4:00 PM
Presentation Type
Paper
Disciplines
Curriculum and Instruction | Curriculum and Social Inquiry | Education | Elementary Education
Using Literature as an Avenue for Social Justice in the Classroom
U-Hall 3-100
Research states that middle school readers' engagement is on the decline. Many researchers argue that school reading is lacking in relevance and meaning for adolescent readers. It is time to make it meaningful. One example is to include the added relevance of reading about a topic such as civil rights to the curriculum. This topic is both relevant and engaging to students. Using social justice themed literature can be an avenue for productive conversation, a broadening of both teacher and student perspectives, and perhaps a means for social change.
Engaging with texts that are meaningful and thought provoking is important for grade six readers. In class it is crucial that students read not just to increase their ability, but also to broaden their perspectives. Reading can be a window into the world. With the world in need of change and justice, incorporating these themes into a literature based discussion is one way to open the dialog with grade six readers.
This unit was implemented for the first time in January 2017. Data from the unit included reflective notebooks, class conversations, quick writes, and student exit tickets, all which illuminated student response to this topic. After looking at this evidence, the impact of examining these topics with readers is clear. This presentation will highlight the back story of this unit’s development as well as share insights gained through observation, exit tickets, other artifacts, and student conversations.
