Teaching the Research Paper for Local Action

Borsheim-Black, Carlin; Petrone, Robert

doi:10.2307/30047094

Cited by 6 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Other scholars have highlighted the ways that social action can occur from within traditional classroom spaces (Bomer and Bomer, 2001; Coffey and Fulton, 2018; Jones and Chapman, 2017; Mirra et al , 2015). This might entail a re-conceptualized research paper assignment in which students locate, investigate and critically analyze an issue in their school and/or community (Borsheim and Petrone, 2006) or a broader project in which they are required to use a variety of texts, including social media, to bring awareness to a topic or to articulate their chosen areas of focus. Explaining social action projects as “a type of civic education” that moves beyond individual, short-term service projects and instead focuses on “studying identified social issues and then taking action in a way that is insightful and sensitive” (2013, p. 125), Epstein (2014) cataloged how students in her research addressed concerns such as trash collection in their community and dropout at their high school and offered creative solutions that acknowledged the sociocultural context of their lives.…”

Section: English Language Arts and Social Action Across Contextsmentioning

confidence: 99%

Critical literacies on the university campus

Boyd

Darragh

2019

ETPC

View full text Add to dashboard Cite

Purpose The purpose of this paper is to explore how preservice teachers conceive of and implement social actions on their college campuses related to a chosen social problem developed in a young adult novel and to examine how social action projects develop teacher candidates’ critical literacies. Design/methodology/approach This qualitative exploratory multiple case study (Stake, 2005) investigated 70 pre-service teachers on two college campuses over two semesters as they engaged in social action projects. The researchers engaged in layers of open and thematic coding through the theoretical lens of critical literacies. Findings Preservice teachers engaged in a range of direct and indirect action and, as a result, experienced varying levels of self-efficacy and impact. While most felt their endeavors were successful, those who conducted awareness campaigns noted an inability to measure the effects they had on their communities. Their development of critical literacies through social action was evidenced in the partnerships across campus they established as well as their levels of engagement with peers and local officials. Originality/value While the results of conducting social action with youth in secondary classrooms are well established in the literature, lesser well known are ways to engage preservice teachers in such endeavors. This study illustrates not only how teacher candidates can engage in social action as aligned with young adult literature but also offers insights gained from those processes.

show abstract

Section: English Language Arts and Social Action Across Contextsmentioning

confidence: 99%

Critical literacies on the university campus

Boyd

Darragh

2019

ETPC

View full text Add to dashboard Cite

show abstract

“…Specifically, both of these approaches to popular culture involve helping students produce and distribute their own media and popular culture texts that work to critique and transform oppressive conditions-whether they relate to the media industry itself or to society more broadly (S. Goodman, 2003;Kinloch, 2009). Informed by both of these critical approaches, several years ago, a secondary English teacher at a rural, Midwestern high school and I developed a 10th grade English curriculum in which we integrated popular culture texts to facilitate students' sociopolitical critique and action (Borsheim & Petrone, 2006;Petrone & Borsheim, 2008). Consistent with a critical media literacy approach, we developed a unit that helped students analyze how media texts worked to shape ideas of race, class, and gender.…”

Section: Using Popular Culture To Facilitate Critical Media Literacy mentioning

confidence: 99%

“…Informed by both of these critical approaches, several years ago, a secondary English teacher at a rural, Midwestern high school and I developed a 10th grade English curriculum in which we integrated popular culture texts to facilitate students’ sociopolitical critique and action (Borsheim & Petrone, 2006; Petrone & Borsheim, 2008). Consistent with a critical media literacy approach, we developed a unit that helped students analyze how media texts worked to shape ideas of race, class, and gender.…”

Section: Using Popular Culture To Facilitate Critical Media Literacy and Sociopolitical Critique And Actionmentioning

confidence: 99%

Linking Contemporary Research on Youth, Literacy, and Popular Culture With Literacy Teacher Education

Petrone

2013

Journal of Literacy Research

Self Cite

View full text Add to dashboard Cite

The aim of this article is to expand the dialogue about how contemporary scholarship on the intersections between youth, literacy, and popular culture might inform literacy teacher education. Specifically, this article is designed to (a) orient literacy teacher educators who may be somewhat unfamiliar with this particular line of scholarship to a few of its major concepts and K-12 classroom implications and (b) propose several ways this line of scholarship might open up possibilities for literacy teacher educators to help pre-service literacy teachers develop culturally responsive teaching practices. To address these goals, this article first provides an introduction to several common ways popular culture has been theorized. From this introduction, the article explains the following three concepts within contemporary scholarship that investigates youth engagement with popular culture: (a) popular culture as a site of identity formation for youth; (b) popular culture as a context for literacy development; and (c) popular culture as a vehicle for sociopolitical critique and action. In addition, this article illustrates pedagogical implications these concepts have for K-12 literacy education, including how literacy instructors adopt ethnographic stances toward youth engagement with popular culture to reposition youth and ascertain their popular culture funds of knowledge, bridge standard literacy curricula to students' popular culture funds of knowledge, and develop literacy curricula to facilitate students' sociopolitical critique and action. Finally, this article explores how this line of scholarship may open up spaces within literacy teacher education for K-12 pre-service literacy teachers to grapple with the politics of literacy pedagogy.

show abstract

“…Furthermore, after reading several newspaper articles that portrayed “OCHS students as being a bunch of ‘druggie, loser, good‐for‐nothing’ kids,” (p. 32), Mancina () engaged her students in an action‐writing project that aimed to change the community's view of their school and student body. Also using writing as a platform for change, Borsheim and Petrone () encouraged students to critically question the world by providing them with examples of authors whose research questioned the status quo: for example, Eric Schlosser's () Fast Food Nation and Barbara Ehrenreich's () Nickel and Dimed . Students then researched issues important to them and distributed information throughout the community in the form of documentaries, letters, and brochures.…”

Section: Social Action In the Classroommentioning

confidence: 99%

Class on Fire: Using the Hunger Games Trilogy to Encourage Social Action

Simmons¹

2012

J Adolescent & Adult Lit

View full text Add to dashboard Cite

This article explores ways to utilize students’ interest in fantasy literature to support critical literacy. Focusing on Suzanne Collins's The Hunger Games series (2008, 2009, 2010), the author addresses how elements of the trilogy relate to violent acts in our world, helping student understand that violence and brutality toward children is not fiction, but very real, and that they can play a role in its abolishment, just like Katniss, through social action projects. Issues such as hunger, forced labor, child soldiers, and the sex trade that appear in both the fictional series and our world are discussed, encouraging students to assess their world and advocate for change. Examples of social action projects that utilize multiple literacies are suggested as a way to inspire students take action in the community and to stand up to injustice and brutality in hopes of creating a better world and a better human race.

show abstract

Teaching the Research Paper for Local Action

Cited by 6 publications

References 0 publications

Critical literacies on the university campus

Critical literacies on the university campus

Linking Contemporary Research on Youth, Literacy, and Popular Culture With Literacy Teacher Education

Class on Fire: Using the Hunger Games Trilogy to Encourage Social Action

Contact Info

Product

Resources

About