Teaching English language arts students about social justice

Angela Hansen; Theoni Soublis Smyth

doi:10.1007/978-3-319-12349-3_26

Teaching English language arts students about social justice

Angela Hansen, Theoni Soublis Smyth

English

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

The authors discuss the opportunities for teaching English language arts students about social justice including what texts to teach, approaches to teaching those texts, and discuss specific texts and instructional strategies to expose issues such as racism, inequality, gender issues, ethnicity, social class, and ableism. The authors discuss how a constructivist approach using conceptual units centered upon social justice themes can help students examine issues of social justice and help students consider the cultural issues and historical conditions as well as the social purposes of reading a text.

Original language	English (US)
Title of host publication	Social Justice Instruction
Subtitle of host publication	Empowerment on the Chalkboard
Publisher	Springer International Publishing
Pages	295-306
Number of pages	12
ISBN (Electronic)	9783319123493
ISBN (Print)	9783319123486
DOIs	https://doi.org/10.1007/978-3-319-12349-3_26
State	Published - Jan 1 2016

Keywords

Ableism
Constructivism
Dialect
Discourse communities
English language arts
Gender
Inequality
Multicultural education
Multicultural literature
Point of view
Racism
Reader response
Standards for success
Thematic units

ASJC Scopus subject areas

General Social Sciences

Access to Document

10.1007/978-3-319-12349-3_26

Cite this

@inbook{49cdeca0b9e3434d9c65c228d16fe49c,

title = "Teaching English language arts students about social justice",

abstract = "The authors discuss the opportunities for teaching English language arts students about social justice including what texts to teach, approaches to teaching those texts, and discuss specific texts and instructional strategies to expose issues such as racism, inequality, gender issues, ethnicity, social class, and ableism. The authors discuss how a constructivist approach using conceptual units centered upon social justice themes can help students examine issues of social justice and help students consider the cultural issues and historical conditions as well as the social purposes of reading a text.",

keywords = "Ableism, Constructivism, Dialect, Discourse communities, English language arts, Gender, Inequality, Multicultural education, Multicultural literature, Point of view, Racism, Reader response, Standards for success, Thematic units",

author = "Angela Hansen and Smyth, {Theoni Soublis}",

note = "Publisher Copyright: {\textcopyright} Springer International Publishing Switzerland 2016.",

year = "2016",

month = jan,

day = "1",

doi = "10.1007/978-3-319-12349-3_26",

language = "English (US)",

isbn = "9783319123486",

pages = "295--306",

booktitle = "Social Justice Instruction",

publisher = "Springer International Publishing",

}

TY - CHAP

T1 - Teaching English language arts students about social justice

AU - Hansen, Angela

AU - Smyth, Theoni Soublis

N1 - Publisher Copyright: © Springer International Publishing Switzerland 2016.

PY - 2016/1/1

Y1 - 2016/1/1

N2 - The authors discuss the opportunities for teaching English language arts students about social justice including what texts to teach, approaches to teaching those texts, and discuss specific texts and instructional strategies to expose issues such as racism, inequality, gender issues, ethnicity, social class, and ableism. The authors discuss how a constructivist approach using conceptual units centered upon social justice themes can help students examine issues of social justice and help students consider the cultural issues and historical conditions as well as the social purposes of reading a text.

AB - The authors discuss the opportunities for teaching English language arts students about social justice including what texts to teach, approaches to teaching those texts, and discuss specific texts and instructional strategies to expose issues such as racism, inequality, gender issues, ethnicity, social class, and ableism. The authors discuss how a constructivist approach using conceptual units centered upon social justice themes can help students examine issues of social justice and help students consider the cultural issues and historical conditions as well as the social purposes of reading a text.

KW - Ableism

KW - Constructivism

KW - Dialect

KW - Discourse communities

KW - English language arts

KW - Gender

KW - Inequality

KW - Multicultural education

KW - Multicultural literature

KW - Point of view

KW - Racism

KW - Reader response

KW - Standards for success

KW - Thematic units

UR - http://www.scopus.com/inward/record.url?scp=84978312657&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84978312657&partnerID=8YFLogxK

U2 - 10.1007/978-3-319-12349-3_26

DO - 10.1007/978-3-319-12349-3_26

M3 - Chapter

AN - SCOPUS:84978312657

SN - 9783319123486

SP - 295

EP - 306

BT - Social Justice Instruction

PB - Springer International Publishing

ER -

Teaching English language arts students about social justice

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this