A Critical Inquiry Framework for K-12 Teachers

Lessons and Resources from the U.N. Rights of the Child
Erscheinungsjahr 2013
ISBN: 978-0-8077-5394-1
Verlag: Teachers College Press

Buch, Englisch, 208 Seiten, Paperback, Format (B × H): 162 mm x 229 mm, Gewicht: 304 g

This dynamic book provides powerful ideas to guide pedagogy and a curriculum model for helping students connect with issues in their lives while meeting standards. Vivid portraits of K–12 classrooms illustrate how teachers used a human rights framework to engage students in critical inquiry of relevant social issues, such as immigration rights, religious tolerance, racial equality, countering the effects of poverty, and respect for people with disabilities. The book shows how a group of teachers worked together to develop a <em>critical content framework</em>using the UN Convention on the Rights of the Child. Chapters highlight lively classroom and community action projects.

Autoren/Hrsg.

Allen, Jobeth

Alexander, Lois

Lytle, Susan L

Cochran-Smith, Marilyn

Inhaltsverzeichnis

Critical Inquiry Through the Rights of the Child JoBeth Allen Poverty, Power, and Action: A Primary Grades Study of The Right to Health and Well Being Andrea Neher and Stephanie Smith It’s Not Easy Being Flat: A Third Grade Study of The Rights of Students with Disabilities Tonia Paramore Latinos for Involvement in Family Education: Parents Promoting Educational Goals that Respect Their Values and Culture Stephen Lush and Lindsey Lush Protection from Deportation and Family Separation: Middle School Students Explore Their Rights as Recent Immigrants Kelli Bivins “I Need a New Way of Lyfe”: High School English Students Inquire into the Right to an Adequate Standard of Living Lois Alexander Becoming Thrice Born: 10th–Grade History Students Inquire into the Rights to Culture, Identity, and Freedom of Thought Paige Cole PeaceJam: High School Student Activists Work for Peace and Justice Lindy Crace Literature as a Springboard for Critical Inquiry: An Annotated Bibliography Jaye Thiel, Jen McCreight, and Dawan Coombs

Über Autor(innen)

<strong>JoBeth Allen</strong> is a professor of language and literacy education at the University of Georgia, USA and co-director of the Red Clay Writing Project. Her books include <em>Creating Welcoming Schools</em> and <em>Literacy in the Welcoming Classroom.</em><br><br><strong>Lois Alexander</strong> is a high school English teacher and directed Project Outreach: Literacy and Social Class for the Red Clay Writing Project.