Proposal Title

Using Literature as an Avenue for Social Justice in the Classroom

Author Type

Graduate Student

Location

U-Hall 3-100

Start Date

28-3-2018 3:10 PM

End Date

28-3-2018 4:00 PM

Presentation Type

Paper

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.

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Mar 28th, 3:10 PM Mar 28th, 4:00 PM

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.