From Expression to Dialogue: A Study of Social Action Literacy Projects in an Urban School Setting

摘要: This paper discusses the revision of a literacy workshop from its basis in expressivist philosophy and pedagogy toward more socially critically based practice with urban adolescents. As part larger research project, classroom teacher university researcher collaborated to include “social action” projects within approach reading writing. presents both positive developments brought about by these social action difficult dilemmas raised enactment classroom. Specifically, I use one performances examine how discursive relational practices individualistic ideologies held school participants shaped disturbing ways. highlight students engaged interesting—albeit often superficial—dialogues but did not necessarily learn taken challenge structures systems that marginalize or oppress people. The concludes suggestions for future revisions workshops ways would allow develop skills taking multiple worlds.