Learning about Social Justice through Literature Circles

Wexler, Lindsay Joseph

doi:10.1080/01626620.2021.1913258

Cited by 5 publications

(4 citation statements)

References 24 publications

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“…(3) dramatic text as an immersive, perspective taking experience for preservice teachers (PSTs) related to topics of social justice and activism (Athanases & Sanchez, 2020;Shelton & McDermott, 2010); (4) multicultural texts as the subject of literature study and book clubs addressing topics of injustice, racism, and equity (Glenn, 2012;Heineke, 2014;Mosley & Rogers, 2011;Wexler, 2021)…”

Section: Multicultural Text Selection and Engagementmentioning

confidence: 99%

More being, different doing: Illuminating examples of culturally relevant literacy teaching

Rios,

Matthews,

Zentell

et al. 2024

J Adolescent & Adult Lit

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Preparing literacy teachers for culturally relevant teaching is increasingly critical amidst growing student diversity and pandemic‐associated learning needs. However, despite the prevalence of existing reporting on culturally relevant literacy teaching, there remains a disconnect between the theoretical conception and realized implementation of this work in literacy classrooms. Operationalizing the praxis of culturally relevant literacy teaching has remained elusive due to the contextualized and adaptive nature of the practice. This literature review aims to demystify this praxis by particularizing and grounding the theories and ideas that support culturally relevant teacher practices in literacy and offer examples for preservice and in‐service practice. We conducted a rapid review of 72 articles to explore how culturally relevant literacy teaching has been included in teacher preparation and teaching. Findings include six categories of culturally relevant literacy practices in preservice teacher education and three in in‐service teaching. Results point toward a needed shift away from a curricular focus of this work to one that is pedagogical and student‐centered.

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Section: Multicultural Text Selection and Engagementmentioning

confidence: 99%

More being, different doing: Illuminating examples of culturally relevant literacy teaching

Rios,

Matthews,

Zentell

et al. 2024

J Adolescent & Adult Lit

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“…Türkiye'de sosyal katılımla ilgili yapılan araştırmalara bakıldığında (Alpaslan, 2019;Cırık, 2015;Demirkaya, Ünal, 2018;Elmalı, 2020;Gürgen, 2017İdin, Aydoğdu, 2017Karacan, Bağlıbel, Bindak, 2015;Kondakçı, Kurtay, Oldac ve Şenay, 2016;Örs, 2019Örs, Polat, 2007Kondakçı, Şenay ve Selcan, 2015;Tarhan, 2021;Tomul, 2009; yurtdışında sosyal adaletle ilgili yapılan araştırmalara bakıldığında Crosthwaite, 2015;Gerdin, Larsson, Schenker, vd., 2020;Havig, 2013;Grant, Rye, vd., 2018;Lageson, 2017;Lizzio, Wilson ve Hodaway, 2007;Panthi, Luitel, Belbase, 2018, Baikady, 2017Serafimovska, Markovikj, 2018;Shyman, Lisa, 2017;Wexler, 2021 Araştırmanın nicel boyuttaki hedefi öğrencilerin sosyal adalet bilinci düzeyleri üzerinde çeşitli değişkenlerin etkisinin ortaya çıkarılmasıdır. Araştırmanın nitel boyuttaki hedefi ise; öğrencilerin sosyal adalet kavramına ilişkin görüşlerinin tespit edilmesidir.…”

Section: Introductionunclassified

Social Justice Awareness of Middle School Students

Tarhan

2022

CUED

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The purpose of this study is to investigate the social justice awareness levels of middle school students in relation to various variables, as well as to reveal the students' views on social justice. The quantitative dimension of the research was formed by 421 students studying in secondary schools of different socioeconomic levels in Denizli, and the qualitative dimension was formed by 24 students using criterion sampling in the research that used the explanatory design, which is one of the mixed-method designs. The researcher's "Social Justice Awareness" scale was employed as a quantitative data collection tool in the study. A semi-structured interview form was used to collect qualitative data. Quantitative data of the study were analyzed with the Mann Whitney U test and Kruskal Wallis test. The data collected from the interviews were presented in the form of codes, categories, and themes. Direct quotations are used to demonstrate the students' observations and views. As a result of the research, it was determined that female students had higher levels of social justice awareness, and there were significant differences in the social justice awareness levels of the students in terms of their grade level, their parents' educational status, and their families' monthly income levels. The qualitative findings of the study support the quantitative findings. What the students understood from the concept of social justice was gathered under a single theme as "Social Justice in terms of Social Order". This theme includes the categories of democracy, psychological needs, economy, education, and personal development. It is seen that most students explain their social justice perceptions through the concepts of injustice, inequality, and unequal treatment resulting from income distribution, and they do not address components of social justice such as race, multiculturalism, politics, and gender issues. As a result, it is evident that the students understand the concept of social justice, but they lack more precise information about the subject's content.

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“…They can activate cooperative learning among the students (Andarab & Mutlu, 2019) by encouraging students to participate fully as they interact with their peers (Dogan & Kaya-Tosun, 2020). Some research studies have revealed the benefits of literature circles for students such as, potentially enhancing the reader self-efficacies (Venegas, 2018); upgrading the reading attainment and pleasure of students (Thomas & Kim, 2019); giving students additional chances to be active readers by reading extensively and collaboratively ; and building on the socio-critical literacy (Awada et al, 2021;Dogan & Kaya-Tosun, 2020;Wexler, 2021). In the literature circles, all members of a group read the same text, participate in a conversation about the same text, and everyone has a different reading job for the end-of-discussion presentation (Karatay, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Dogan & Kaya-Tosun (2020) and Wexler, (2021) determine the effect of literature circles on the social skills. However, most of previous studies about literature circle studied in offline setting class (Andarab & Mutlu, 2019;Awada et al, 2021;Dogan & Kaya-Tosun, 2020;Thomas & Kim, 2019;Venegas, 2018;Wexler, 2021). Literature circles have also been widely used in various online learning contexts and have received a lot of attention from several scholars.…”

Section: Introductionmentioning

confidence: 99%

Efl Students’ Engagement in Google Classroom Based-Literature Circle

Dewi

Saefullah

2022

jiip

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This research reports on the findings of a case study on the application of Google Classroom based literature circle in an EFL reading class. The purpose of this study is to investigate EFL students' engagement in an online collaborative learning via Google Classroom-based literature circle. Based on data analysis from observation and questionnaires of three EFL students’ volunteers, the results revealed that the students are actively engaged in their own roles in the literature circle, such as leading the discussion in group by giving questions about the text, responding to the questions, sharing ideas and opinions, and retelling the story. This study found that students were enthusiastic about the Google Classroom-based literature circle. The implication of this study can contribute the teacher as alternative to implement online collaborative learning in reading classroom.

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Learning about Social Justice through Literature Circles

Cited by 5 publications

References 24 publications

More being, different doing: Illuminating examples of culturally relevant literacy teaching

More being, different doing: Illuminating examples of culturally relevant literacy teaching

Social Justice Awareness of Middle School Students

Efl Students’ Engagement in Google Classroom Based-Literature Circle

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