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English Language Arts/ Elementary
From Language Arts to Learning Communities: A Pathway toward Critical Literacy for Everybody
This article will outline how literacy leaders can engage their community through empowering conversations and composition that center the body as knowledge and text.
Writing Matters: Following Multilingual Learners’ Lead to Expand Writing Assessment Practices
We explore writing and assessment of writing as a way to raise awareness of how to engage in the work of expanding literacies from a both and perspective one that acknowledges students’ translanguaging repertoires and identities.
The Body as Pedagogy: Exploring Literacies of the Body in Children’s Literature
Using literacies of the body and critical literacy lenses this article examines an author visit and possibilities for centering the body in text-based discussions with children.
Civic Literacies: Civic Engagement in the Early Years: Creating Opportunities for Children to Engage in Meaningful Social Action
As the final piece of our yearlong inquiry asking “What does it mean to prepare students for civic engagement?” Tiffany Livingston Palmatier shares how she scaffolds her kindergarten and first-grade students from talk to action.
Using Postmodern Picture Books as Mentor Texts for Critical Writing Pedagogy
Using the framework of critical writing pedagogy this study explores how five elementary students utilized craft moves from postmodern picture books in their own writing.
Research and Policy: Becoming Relentless Interrogators: A Critical Stance toward Children’s Literature
In this Research and Policy column the authors define what it means for teachers and students to take a critical stance when reading children’s literature. They offer a framework teachers can use to enact a critical stance when reading picture books with their students and provide suggestions for how teachers might teach students about the world using children’s literature as a tool.
Perspectives on Practice: Peritextual Features and Racialized Space in Children’s Literature
This article focuses on Ezra Jack Keats’s books and the ways these books enhance the literary experience through the richness of the peritextual features. Keats’s picture books have the potential to assist with comprehension building while providing a glimpse inside complex racialized spaces over a span of years.
Perspectives on Practice: Fostering Empathy and Understanding: The Transformative Role of Diverse Children’s Literature in Confronting Racism
Across the country GOP legislators parent groups and school boards are banning books and attempting to take away the power of children’s literature. The resistance comes in the form of book bans and Critical Race Theory legislation. Taking away diverse books or banning the conversations that accompany such books from happening prevents books from being windows mirrors or sliding glass doors for students.
Transformational Civic Pedagogy: A Framework for Elementary Civic Learning
Drawing on ethnographic classroom data and a synthesis of research literature this article presents a transformational civic pedagogy framework for fostering student-centered equity-oriented civic learning.
History in the Margins: Using Critical Multicultural Analysis on Nonfiction Depictions of George Washington to Create Civic Discourse
Using critical multicultural analysis and a justice-oriented approach to teaching history this study analyzes the portrayal of George Washington in children’s biographies.
“Why do you think we look away?” Centering Humanity in Conversations about Economic Disparity
Using sociocultural approaches the authors document how one middle school teacher uses critical conversation to center humanity when discussing economic disparity.
Civic Literacies: Civic Engagement through Supporting Young Learners to Think More Critically
As the fifth piece of our year-long inquiry asks “What does it mean to prepare students for civic engagement?” Vivian Vasquez Carolyn Clarke and Barbara Comber speak to the importance of developing learning experiences that center our students’ experiences questions and tensions when helping them develop critical literacies.