Think about your health-related resolution from the first discussion in Unit 5, New Year's Resolution. Looking at it from a social-ecological model, what could you have done differently to address barriers?
I first heard the term critical literacy in a workshop
at the International Reading Association conference. During this
session we worked in groups to define critical literacy as building thinking skills that enable students to consider all viewpoints, respect differences, and become more self-aware.
North Carolina is changing, and those changes are reflected in
classrooms across the state, possibly even yours. The largest groups of
new immigrants are Hispanics from Mexico and Hmong from Southeast Asia,
not to mention the steady influx of people who have relocated here from
New York, New Jersey, and the rest of the United States. The cultural,
religious, and ethnic diversity in North Carolina’s schools grows every
year, and with this diversity comes opportunity.
Perhaps you’re already using some activities to build critical
literacy in your classroom. If you read novels written from the point of
view of a child from another culture or set in another country, you’re
providing an opportunity for your students to stand in the shoes of
another: that is critical literacy. If your students hear stories about
people who practice religions different than their own or if they
consider the differences between their lives and the lives of people
like them who lived through war, the Great Depression, or the Civil
Rights movement, that too is critical literacy. If you ask you students
to write from the point of view of someone much older than they are,
that’s critical literacy. These activities all serve the same purpose:
they help the student to see the world through someone else’s eyes, to
learn to understand other people’s circumstances and perspectives and
to empathize with them.
Jun 5th, 2015
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