Conversations About Jail: Inclusive Settings for Critical Literacy

McCloskey, Erin

doi:10.1007/s10643-012-0528-7

Cited by 5 publications

(6 citation statements)

References 10 publications

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“…Second, to be knowledgeable and have wide discursive frames for reflection is an aspect of ethical competence that is repeatedly emphasised as being of importance for a developed and nuanced moral reasoning (English 2011;McCloskey 2012;Sirin, Rogers-Sirin, and Collins 2010). Once more, the context and collective practices are of importance, since we are each other's resources for widened perspectives and mutual awareness (Arber 2010;McCloskey 2012). In order to widen one's perspectives, education is important (Sirin, Rogers-Sirin, and Collins 2010).…”

Section: Competences That Risk Being Invisible With the Four-componenmentioning

confidence: 99%

Possible competences to be aimed at in ethics education – Ethical competences highlighted in educational research journals

Osbeck

Franck

Lilja

et al. 2018

Journal of Beliefs & Values

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The aim of this article is to present varieties of ethical competence that are highlighted in ethics and moral education research articles, and to discuss them in the light of competences stressed in the Swedish curriculum, understood as an example of ethics education in compulsory school. The material consists of 1,940 educational research articles published between 2000 and 2015, and the method of analysis is inductive, focusing on ethical competence. One finding is the similarity between the study's tentative formulation of identified ethical competences in four categories, and Rest's understanding of acting morally, captured in the four components: sensitivity, judgement, motivation and implementation. Based on the analysis of the articles, broader understandings of these focuses are developed, and later discussed in relation to Swedish ethics education, characterised as both a conservative and liberal values education. The analyses and comparison show the importance of the components of moral sensitivity and moral implementation and their relative absence in the Swedish curriculum, but also how moral judgement must include a competence to evaluate moral motivations, where empirically testable reasons are also central. Moreover, the risk of neglecting contextual, situational and knowledge-related aspects of ethical competence is highlighted.

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Section: Competences That Risk Being Invisible With the Four-componenmentioning

confidence: 99%

Possible competences to be aimed at in ethics education – Ethical competences highlighted in educational research journals

Osbeck

Franck

Lilja

et al. 2018

Journal of Beliefs & Values

View full text Add to dashboard Cite

show abstract

“…An exemplary study within the sociopolitical discourse was conducted by McCloskey (2012), who reported that growth in critical literacy can be nurtured even at the preschool level. During interactive conversations and book making at the community writing center, a group of preschoolers "reconceptualised jail from being a place where 'bad' people are taken to a place that people are sometimes placed because they perform acts of social justice" (McCloskey, 2012, p. 369).…”

Section: Sociopolitical Discoursementioning

confidence: 99%

“…The result was preschoolers reframing their drawings of people in jail "as perhaps people who were standing up for issues of social justice" (McCloskey, 2012, p. 376). McCloskey (2012) suggested that an instructional approach for fostering critical literacy is simply allowing space for these discussions and practices to occur.…”

Section: Sociopolitical Discoursementioning

confidence: 99%

“…Ivanic's (2004) discourses of writing and learning to write can provide an effective framework to examine research on writing and learning to write. The research shows that writing can be encouraged and developed within preschool settings by providing enjoyable opportunities to engage in conversations about writing, and creating writing, symbols, and drawings that reflect a variety of topics (e.g., Genishi et al, 2001;McCloskey, 2012).…”

Section: Effective Strategies For Writing Instruction For Preschool-pmentioning

confidence: 99%

“…Preschool children bring to the classroom an orientation to learning that is grounded in play and discovery (McCloskey, 2012). Much of the "work" of children this age is "play"; it is the primary mode through which children "explore, organize, and stretch their understandings about the world" (Dyson, 2008, p. 305).…”

Section: Revue Des Sciences De L'éducation De Mcgill • Vol 52 N O 2 mentioning

confidence: 99%

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Writing Instruction in Canadian Preschool-Primary Grades: A Literature Review

Heppner

2018

mje

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Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche. ABSTRACT. This article reports on the results of a literature review addressing the research questions: What strategies for writing instruction have proven to be effective in promoting writing development in preschool-primary aged children? What research on writing instruction has been conducted within Canada on preschool-primary aged children? An examination of Canadian research reveals a significant lack of studies in the area of preschool-primary writing instruction. Theories of writing pedagogy are situated within a framework of six discourses: skills, creativity, process, genre, social practices, and sociopolitical. While the Canadian research represented all discourses, it was lacking in number and did not yet address such important areas as the literacy achievement gaps between urban / rural and Aboriginal / non-Aboriginal students.

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“I Wanted to Know How They Perceived Jail”: Studying How One Early Educator Brought Her Students’ Worlds into Her Standardized Teaching Context

Brown

Mowry

2016

Early Childhood Educ J

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Policymakers' demands for standardization and improved student achievement increasingly define what early childhood educators working in publicly funded programs teach. Doing so has made it difficult for educators to engage in practices with children that incorporate their sociocultural worlds into their instruction. To begin to address this challenge, this article examines the experiences of one pre-kindergarten teacher who participated in a professional development course that asked her and her colleagues to implement culturally relevant lessons with their students in their high-stakes urban teaching context. She took up this challenge by examining the issue of parental incarceration with her culturally and linguistically talented students. Analyzing her and her students' experiences in this investigation provides insight into how early educators can begin to address their students' sociocultural worlds through culturally relevant pedagogical practices within their standardized teaching contexts.

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Conversations About Jail: Inclusive Settings for Critical Literacy

Cited by 5 publications

References 10 publications

Possible competences to be aimed at in ethics education – Ethical competences highlighted in educational research journals

Possible competences to be aimed at in ethics education – Ethical competences highlighted in educational research journals

Writing Instruction in Canadian Preschool-Primary Grades: A Literature Review

“I Wanted to Know How They Perceived Jail”: Studying How One Early Educator Brought Her Students’ Worlds into Her Standardized Teaching Context

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