Seeking Asylum

Dunkerly-Bean, Judith; Bean, Thomas W.; Alnajjar, Khaled

doi:10.1002/jaal.349

Cited by 15 publications

(4 citation statements)

References 13 publications

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“…When students are repositioned as capable and are provided opportunities to access and develop requisite knowledge and skills needed to effectively communicate who they are and what they know and can do, they are providing the space to actively contribute to and 'redefine and reshape' (Luke, 2014, p. 29) their communities. Despite some studies exploring how students critically examined the lived experiences of refugees (Dunkerly-Bean et al, 2014;Papen & Peach, 2021) in order to recode and challenge current understandings of the world around them, this study suggests that we must actively position students from refugee backgrounds, themselves, as central actors in this quest (see also Kaukko, 2021). The intersectionality of students' diverse identities and experiences, more specifically defined by the participating students' immigration status and limited language proficiency, created an opportunity to challenge deficit views about what they lacked and reposition students as capable meaning-makers who possess rich linguistic resources and lived experiences.…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, while a number of empirical studies have explored how teachers have employed critical literacies to help students understand and critically analyse the lived experiences of refugees (Dunkerly‐Bean et al, 2014; Papen & Peach, 2021), few studies have explored the use of critical literacies as a way to position students from refugee backgrounds as active social actors as they analyse texts and (re)create their own texts reflecting their lived experiences and border identities. One such study captures the storycrafting skills of 13 Australian primary‐aged students from refugee backgrounds as they combine (re)tell their ‘preferred narrative’ of their collective educational experiences from their countries of origin until present day (Kaukko, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Empowering English as an Additional Language students through digital multimodal composing

Barnes

Tour

2023

Literacy

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While digital multimodal composing, underpinned by a critical literacies approach, provides opportunities for students to make informed semiotic choices and voice concerns about social issues, there is limited research exploring how digital multimodal composing is employed to interrogate and challenge the entanglements of language, immigration status and power. This article explores how 23 primary-aged English as an Additional Language (EAL) students (Years 3-6) engaged in digital multimodal composing, in the context of an after-school multiliteracies programme in one Australian school. Conceptualising critical literacies as a bridge to access and transform codes of power, the article explores how the participating students selected and used different semiotic resources for their digital texts while challenging and redefining dominant discourses based on their lived experiences and interests. The study found that both students and pre-service teachers found value in students having access to digital technologies and experimenting with a range of multimodal and multilingual resources to create digital texts, which reflected cultural and linguistic identities. The findings illustrate how the creation of digital multimodal and multilingual texts allows for opportunities for students to reposition themselves as knowledgeable and active meaning-makers with strategic support from teachers and peers.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Empowering English as an Additional Language students through digital multimodal composing

Barnes

Tour

2023

Literacy

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“…And ‘reading the world’ can promote children's agency and inspire taking action in the world. In fact, social action is often understood as intrinsic to critical literacy (Dunkerly‐Bean et al, 2014; Leland et al, 1999; Soares & Wood, 2010), just as children's participation and agency are intrinsic to children's rights education (Nolas, 2011; Taylor & Percy‐Smith, 2008). As such, children's action to promote social justice should be informed by their awareness (in age‐ and context‐appropriate ways) of laws, policies and international commitments on rights such as the CRC, the Charter and the Universal Declaration on Human Rights, which outline rights for all people but also intimate a social contract.…”

Section: Critical Literacy and Child Rights Education: Theoretical An...mentioning

confidence: 99%

Critical literacy: an approach to child rights education in Uganda and Canada

Jones

Manion

2023

Literacy

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For children to know how to fully participate in and most effectively lead the world they will inherit, they must learn how to critically engage with it and be knowledgeable about foundational rights and instruments that support such engagement. Together, critical literacy, which encourages the examination and interrogation of the underlying assumptions of dominant narratives and 'legitimate' knowledge, and children's rights education, which involves children in learning how to express their ideas and fully participate in society (as appropriate to their age and ability), offer a powerful approach-theoretical and pedagogical-to engage children in active engagement of the world, especially with respect to the promotion of social justice. However, the layers of complexity and risks associated with deep consideration of challenging topics require expert guidance and compassionate role modelling from teachers of young children. Our paper considers the intersections between critical literacy and global child rights with reference to a study conducted with young school children in Canada and Uganda to discuss how teachers can support meaningful learning experiences in the classroom that can promote children's agency and social justice commitments.

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“…Because of the different perspectives encountered in multiple texts, text sets offer adolescents an opportunity to explore ideas in a critical manner (Bersh, 2013;Dodge & Crutcher, 2015;Dunkerly-Bean, Bean, & Alnajjar, 2014). For instance, educators have successfully used text sets focused on social justice and democracy to teach critical literacy skills (Behrman, 2006;Dodge & Crutcher, 2015;Stenshorn, 2011;Tatum, 2011;Wolk, 2003).…”

Section: The Value Of Text Sets In the Classroommentioning

confidence: 99%

Courageous Voices: Using Text Sets to Inspire Change

Tracy¹,

Menickelli²,

Scales³

2016

J Adolescent & Adult Lit

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This article describes how one teacher immersed her sixth graders in an intensive three‐week thematic text set unit centered on courage. Her aim was to help students discover and take action on issues that mattered to them as they learned important literacy skills and strategies. Students engaged in significant reading, writing, and discussion as they developed and enacted action plans to create positive change. Intentionally designed instruction moved from teacher‐led whole‐class lessons on the same texts to student‐led small‐group/individual learning with multiple texts. Texts included a variety of formats (e.g., picture books, songs, articles, poems) from varied reading levels.

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Seeking Asylum

Abstract: Urban middle school students utilize human rights education and cosmopolitan critical literacy to explore local and global issues around immigrants and refugees through the production of a BYOT short film.

Cited by 15 publications

References 13 publications

Empowering English as an Additional Language students through digital multimodal composing

Empowering English as an Additional Language students through digital multimodal composing

Critical literacy: an approach to child rights education in Uganda and Canada

Courageous Voices: Using Text Sets to Inspire Change

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