Social Justice/Activism

Social Justice/Activism

Pedagogies of Resiliency and Hope in Response to the Criminalization of Latin@ Students

Acosta, C. (2013). Pedagogies of resiliency and hope in response to the criminalization of Latin@ students. Journal of Language and Literacy Education, 9(2), 63-71. Available at http://jolle.coe.uga.edu/wp-content/uploads/2012/04/PedagogiesOfResiliency2.pdf

 

A Look at Problem-Based Learning in High School Classrooms to Promote Student Activism

Baker, A.R.L. (2011). A look at problem based learning in high school classrooms to promote student activism. Journal of Language and Literacy Education, 7(2), 105-110. Available at http://www.coe.uga.edu/jolle/2011_2/baker.pdf

 

Funds of (Difficult) Knowledge and the Affordances of Multimodality: The Case of Victor

Becker, A. (2014). Funds of (difficult) knowledge and the affordances of multimodality: The case of Victor. Journal of Language and Literacy Education, 10(2), 17-33. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Becker-Funds-of-Difficult-Knowledge.pdf

 

(Re)Writing One’s Self as an Activist Across Schools and Sexual and Gender Identities: An Investigation of the Limits of LGBT-Inclusive and Queering Discourses

Blackburn, M. V. (2014). (Re)Writing one’s self as an activist across schools and sexual and gender identities: An investigation of the limits of LGBT-inclusive and queering discourses. Journal of Language and Literacy Education, 10(1), 1-13. Retrieved from http://jolle.coe.uga.edu/wp-content/uploads/2012/04/ReWriting-One’s-Self-as-an-Activist-Blackburn.pdf

 

Becoming Socially Just Disciplinary Teachers through a Community Service Learning Project

Bussert-Webb, K. (2011). Becoming socially just disciplinary teachers through a community service learning project. Journal of Language and Literacy Education, 7(2), 44-66. Available at http://www.coe.uga.edu/jolle/2011_2/bussert_webb.pdf

 

Living and Learning in the Here-and-Now: Critical Inquiry in Literacy Teacher Education

Crawford-Garrett, K. & Riley, K. Living and learning in the here-and-now: Critical inquiry in literacy teacher education. Journal of Language and Literacy Education, 12(2), 33-55. Available at http://jolle.coe.uga.edu/wp-content/uploads/2016/11/33-55_JoLLE2015_179_Crawford-Garrett__Riley.pdf

 

Activist Authors of the 44th Annual Georgia Children’s Book Award and Conference

Davila, D., & Lushchevska, O. (2013). Activist authors of the 44th annual Georgia Children’s Book Award and Conference. Journal of Language and Literacy Education, 9(1), 201-207. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/Activist-Authors.pdf.

 

Testimoniando en Nepantla: Using testimonio as a pedagogical tool for exploring embodied literacies and bilingualism.

DeNicolo, C. & Gonzales, M. (2015). Testimoniando en Nepantla: Using testimonio as a pedagogical tool for exploring embodied literacies and bilingualism. Journal of Language and Literacy Education, 11(1), 109-126. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Passos-DeNicoloGónzalez_Final.pdf

 

De/colonizing Preservice Teacher Education: Theatre of the Academic Absurd

Dénommé-Welch, S., & Montero, M. K. (2014). De/colonizing preservice teacher education: Theatre of the academic absurd. Journal of Language and Literacy Education, 10(1), 136-165. Retrieved from http://jolle.coe.uga.edu.

 

Eradicating Borders: An Exploration of ScholArtistry for Embracing Mexican Immigrant Children and Youth in Education

Faltis, C. (2013). Eradicating borders: An exploration of scholArtistry for embracing Mexican immigrant children and youth in education. Journal of Language and Literacy Education, 9(2), 50-62. Available at http://jolle.coe.uga.edu/wp-content/uploads/2012/04/EradicatingBorders2.pdf

 

It Happened to Me’: Third Grade Students Write and Draw Towards Critical Perspectives

Flint, A. S., Allen, E., Nason, M., Rodriguez, S., Thornton, N., & Wynter-Hoyte, K. (2015) “It happened to me”: Third grade students write and draw toward critical perspectives. Journal of Language and Literacy Education, 11(2), 23-43 Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/10/Article-2_Flint.pdf

 

Launching Youth Activism with Award-Winning International Literature

Forest, D. E., Kimmel, S. C., & Garrison, K. L. (2013). Launching youth activism with award-winning international literature. Journal of Language and Literacy Education, 9(1), 136-160. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/Launching-Youth-Activism.pdf.

 

Turning Schools Inside Out: Connecting Schools and Communities Through Public Arts and Literacies Charest, B. C., Bell, L. D., Gonzalez, M., & Parker, V. L. (2014). Turning schools inside out: Connecting schools and communities through public arts and literacies. Journal of Language and Literacy Education, 10(1), 188-203. Retrieved from http://jolle.coe.uga.edu.

 

Children’s Literature as Tools of and for Activism: Reflections of JoLLE’s inaugural Activist Literacies conference

Graff, J. M. (2013). Children’s literature as tools of and for activism: Reflections of JoLLE’s inaugural Activist Literacies conference. Journal of Language and Literacy Education, 9(1), 136-143. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/Childrens-literature-tool-foractivism.pdf

 

Empowering Adolescents for Activist Literacies

Humphrey, S. L. (2013). Empowering adolescents for activist literacies. Journal of Language and Literacy Education, 9(1), 114-135. Available at http://jolle.coe.uga.edu/wpcontent/uploads/2013/05/Empowering-Adolescents.pdf.

Dynamics of an EFL Reading Course with a Critical Literacy Orientation

Izadinia, M. & Abednia, A. (2010). Dynamics of an EFL reading course with a critical literacy orientation. Journal of Language and Literacy Education, 6(2), 51-67. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Izadinia_Dynamics.pdf  

 

Grass Houses: Representations and Reinventions of Social Class through Children’s Literature

Jones, S. (2008). Grass houses: Representations and reinventions of social class through children’s literature. Journal of Language and Literacy Education, 4(2), 40-58. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/representations.pdf

 

“Oh, Those Loud Black Girls!”: A Phenomenological Study of Black Girls Talking with an Attitude

Koonce, J. B. (2012). “Oh, Those Loud Black Girls!”: A Phenomenological Study of Black Girls Talking with an Attitude. Journal of Language and Literacy Education, 8(2), 26-46. Available at http://jolle.coe.uga.edu/wp-content/uploads/2012/06/Loud-Black-Girls.pdf

Myths about Critical Literacy: What Teachers Need to Unlearn

Lee, C. J. (2011). Myths about critical literacy: What teachers need to unlearn. Journal of Language and Literacy Education, 7(1), 95-102. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/7_1_7_lee.pdf

 

A Qualitative Analysis of High School Students’ Engagement with Poetry and Social Justice

Malo-Juvera, V., & Spears-Bunton, L. (2015). A qualitative analysis of high school students’ engagement with poetry and social justice. Journal of Language and Literacy Education, 11(2), 1-22 Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/10/Article-1_Malo-Juvera.pdf

 

Class Discussions: Locating Social Class in Novels for Children and Young Adults

McLeod, C. A. (2008). Class discussions: Locating social class in novels for children and young adults. Journal of Language and Literacy Education, 4(2), 73-79. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/class.pdf

 

Latino Media and Critical Literacy Pedagogies: Children’s scripting Telenovelas discourses

Medina, C. L., & Costa, M. del R. (2013). Latino media and critical literacy pedagogies: Children’s scripting of Telenovelas discourses. Journal of Language and Literacy Education, 9(1), 161- 184. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/Latino-Media.pdf.

 

I Hope it Still Counts as Reading: The Cultural Production of Reading(s), Social Relations and Values in a Research Interview

Moffatt, L. (2014). I hope it still counts as reading: The cultural production of reading(s), social relations and values in a research interview. Journal of Language and Literacy Education, 10(2), 1-16. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Moffatt-I-Hope-it-Still-Counts.pdf

 

Activist Literacies: Validating Aboriginality Through Visual and Literary Identity Texts

Montero, M. K., Bice-Zaugg, C., Marsh, A. C. J., & Cummins, J. (2013). Activist literacies: Validating Aboriginality through visual and literary identity texts. Journal of Language and Literacy Education, 9(1), 73-94 Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/06/Validating-Aboriginality.pdf

 

Language, Literacy, and Culture: Aha! Moments in Personal and Sociopolitical Understanding

Nieto, S. (2013). Language, literacy, and culture: Aha! Moments in personal and sociopolitical understanding. Journal of Language and Literacy Education, 9(1), 8-20. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/Language-Literacy-Culture.pdf

 

The Arts to Encourage Multiple Perspectives and Promote Social Justice

Pinhasi-Vittorio, L. (2013). The arts to encourage multiple perspectives and promote social justice. Journal of Language and Literacy Education, 9(1), 54-72. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/The-Arts-to-Encourage-Multiple-Perspectives.pdf.

What is Literacy? – A Critical Overview of Sociocultural Perspectives

Perry, K. (2012). What is Literacy? –A critical overview of sociocultural perspectives. Journal of Language and Literacy Education, 8(1), 50-71. Available at http://jolle.coe.uga.edu/wp-content/uploads/2012/06/What-is-Literacy_KPerry.pdf

 

Pinhasi-Vittorio, L. (2013). The arts to encourage multiple perspectives and promote social justice. Journal of Language and Literacy Education, 9(1), 54-72. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/The-Arts-to-Encourage-Multiple-Perspectives.pdf

 

Indigenizing Children’s Literature

Reese, D. (2008). Indigenizing children’s literature. Journal of Language and Literacy Education, 4(2), 59-72. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/indigenizing.pdf

 

Social Justice through Literacy: Integrating Digital Video Cameras in Reading Summaries and Responses

Rong, L., Unger, L., & Scullion, V. (2014). Social justice through literacy: Integrating digital video cameras in reading summaries and responses. Journal of Language and Literacy Education, 10(2), 34-50. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Liu-Social-Justice-through-literacy.pdf

 

Wondering about NCLB

Shannon, P. (2005). Wondering about NCLB. Journal of Language and Literacy

Education, 1(1), 20-31. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Shannon.pdf

 

Activist Literacies: Teacher Research as Resistance to the “Normal Curve”

Simon, R. & Campano, G. (2013). Activist literacies: Teacher research as resistance to the “normal curve.” Journal of Language and Literacy Education, 9(1), 21-39. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/Teacher-Research.pdf

 

Creating a Critical Literacy Milieu in a Kindergarten Classroom

Stribling, S. M. (2014). Creating a critical literacy milieu in a kindergarten classroom. Journal of Language and Literacy Education, 10(1), 45-64. Available at http://jolle.coe.uga.edu/wp-content/uploads/2014/04/Critical-Literacy-Milieu-STRIBLING.pdf

 

The Transformative Power of Youth Action Coalition’s Multimodal Arts-for-Change Programming

Turner, K. C. N., Way, K., and Gray, R. R. R. (2012). The transformative power of youth action coalition’s multimodal arts-for-change programming. Journal of Language and Literacy Education, 9(1), 40-53. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/The-Transformative-Power.pdf

 

Children’s Literature and Literacy: Diversity and Transformation

Varga-Dobai, K., & Wilson, A. A. (2008). Children’s literature and literacy: Diversity and transformation. Journal of Language and Literacy Education, 4(2), 1-5. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Introduction.pdf

 

“We Gotta Change First”: Racial Literacy in a High School English Classroom

Vetter, A., & Hungerford-Kressor, H. (2014). “We gotta change first”: Racial literacy in a high school English classroom. Journal of Language and Literacy Education, 10(1), 82-99. Retrieved from http://jolle.coe.uga.edu.

 

Who are Our Mockingbirds? Participatory Literacies in a Community-Wide Reading Program

Vriend Van Duinen, D. & Schoon-Tanis, K. (2015). Who are our mockingbirds? Participatory literacies in a community-wide reading program. Journal of Language and Literacy Education, 11(1), 127-136. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Vriend-Van-DuinenSchoon-Tanis_Final.pdf

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