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- Volume 94, Issue 5, 2017
Language Arts - Volume 94, Issue 5, 2017
Volume 94, Issue 5, 2017
- Articles
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Becoming Co-Witnesses to the Fukushima Disaster in an Elementary Literacy Classroom
Author(s): Kaoru MiyazawaThis study explores what challenges fifth and sixth graders in Pennsylvania encountered as they exchanged letters with children in Fukushima and read a testimony of the Fukushima disaster written by a child there. Trauma theory and seikatsu tsuzurikata, a Japanese traditional critical literacy approach, were used in designing the project and in interpreting children’s engagement with the project. The children demonstrated signs of emerging empathy for children in Fukushima. However, the unspeakable nature of the trauma experience, students’ discomfort, and a pressure to read and write in a structured manner to prepare for the statewide exam posed obstacles for their development of empathy. Despite the challenges, some children acknowledged the importance of recognizing others’ feelings, including pain, no matter where they live. In order to prepare students as empathetic citizens of human society in an increasingly globalized world, the author urges educators to introduce testimonial readings from across the world in elementary classrooms.
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Becoming Unstuck: Racism and Misogyny as Traumas Diffused in the Ordinary
Author(s): Stephanie Jones and Karen SpectorThis article presents an analysis of a narrative arc that began in the art room and continued over three days of crises, suffering, impasse, and healing experienced by children in an informal, neighborhood-based learning space called the Playhouse. Racism and misogyny—and their social, political, and ideological means of reproduction—are ordinary in our society. Through them, trauma circulates within bodies and in collective biographies. Using posthumanist and affect theories, we explore the constraints of traditional anti-racist and anti-misogynist pedagogies and show how opening up the possibility for the training of intuition, becoming unstuck, and moving on to new genres of protest and healing in the face of suffering create new possibilities for becoming in the world.
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Challenging, Rewarding, Emotion Work: Critical Witnessing in an After-School Book Club
Author(s): Amanda Haertling Thein and Renita R. SchmidtCurrent scholarship documents the importance of language arts teachers creating connections between students’ lives and literacy experiences through practices of critical witnessing wherein teachers witness students’ individual stories of trauma and disrupt marginalization experienced through schooling. This qualitative study of a preservice teacher’s experiences with critical witnessing in an afterschool book club illuminates the challenging and rewarding emotion work that is required of being and becoming a critical witness. Findings suggest that critical witnessing requires emotion work of resisting and challenging assumptions, sitting with discomfort and confusion, and making deliberate choices about exposing vulnerabilities. Further, findings suggest that emotion work can create spaces where historically marginalized students might take significant risks, both in giving voice to their lived experiences and engaging in challenging literacy practices. Recommendations are offered for increasing teachers’ critical emotional knowledge with the goal of leveraging emotion work toward disrupting and creating equitable classrooms.
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Research & Policy: Let’s Start with Heartbreak: The Perilous Potential of Trauma in Literacy
Author(s): Elizabeth DutroThis column explores the complexities of considering trauma in literacy classrooms and the need to foster pedagogies that approach children’s trauma critically and compassionately.
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Language Arts Lessons: Discussing Racial Trauma Using Visual Thinking Strategies
Author(s): Roberta Price GardnerThis article describes how a guided exposure model provided opportunities for agency and racial healing for young readers/viewers as they engaged with a picturebook about enslavement.
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Children’s Literature Reviews: Books about Experiencing and Overcoming Trauma for K–8 Readers
Author(s): Grace Enriquez, Katie Egan Cunningham, Erika Thulin Dawes and Mary Ann CappielloIn this column, we feature books that emphasize the courage, resiliency, and human connection that are key to making that first step and overcoming trauma.
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Perspectives On Practice: Journaling as Reciprocity: Creating Healing Connections through Loss
Author(s): Kate Shands HaqOne veteran teacher narrates how building relationships through journaling allows a classroom to work through trauma, connect via mutual experiences, and grow as writers.
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Volumes & issues
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Volume 102 (2024)
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Volume 101 (2023 - 2024)
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Volume 100 (2022 - 2023)
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Volume 99 (2021 - 2022)
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Volume 98 (2020 - 2021)
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Volume 97 (2019 - 2020)
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Volume 96 (2018 - 2019)
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Volume 95 (2017 - 2018)
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Volume 94 (2016 - 2017)
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Volume 93 (2015 - 2016)
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Volume 92 (2014 - 2015)
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Volume 91 (2013 - 2014)
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Volume 71 (1994 - 2014)
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Volume 90 (2012 - 2013)
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Volume 89 (2011 - 2012)
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Volume 88 (2010 - 2011)
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Volume 87 (2009 - 2010)
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Volume 86 (2008 - 2009)
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Volume 85 (2007 - 2008)
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Volume 84 (2006 - 2007)
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Volume 83 (2005 - 2006)
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Volume 82 (2004 - 2005)
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Volume 81 (2003 - 2004)
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Volume 80 (2002 - 2003)
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Volume 79 (2001 - 2002)
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Volume 78 (2000 - 2001)
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Volume 77 (1999 - 2000)
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Volume 76 (1998 - 1999)
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Volume 75 (1998)
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Volume 74 (1997)
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Volume 73 (1996)
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Volume 72 (1995)
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Volume 70 (1993)
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Volume 69 (1992)
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Volume 68 (1991)
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Volume 67 (1990)
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Volume 66 (1989)
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Volume 65 (1988)
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Volume 64 (1987)
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Volume 63 (1986)
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Volume 62 (1985)
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Volume 61 (1984)
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Volume 60 (1983)
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Volume 59 (1982)
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Volume 58 (1981)
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Volume 57 (1980)