Teaching English language arts students about social justice

Angela L Hansen, Theoni Soublis Smyth

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The authors discuss the opportunities for teaching English language arts students about social justice including what texts to teach, approaches to teaching those texts, and discuss specific texts and instructional strategies to expose issues such as racism, inequality, gender issues, ethnicity, social class, and ableism. The authors discuss how a constructivist approach using conceptual units centered upon social justice themes can help students examine issues of social justice and help students consider the cultural issues and historical conditions as well as the social purposes of reading a text.

Original languageEnglish (US)
Title of host publicationSocial Justice Instruction
Subtitle of host publicationEmpowerment on the Chalkboard
PublisherSpringer International Publishing
Pages295-306
Number of pages12
ISBN (Electronic)9783319123493
ISBN (Print)9783319123486
DOIs
StatePublished - Jan 1 2016

Keywords

  • Ableism
  • Constructivism
  • Dialect
  • Discourse communities
  • English language arts
  • Gender
  • Inequality
  • Multicultural education
  • Multicultural literature
  • Point of view
  • Racism
  • Reader response
  • Standards for success
  • Thematic units

ASJC Scopus subject areas

  • Social Sciences(all)

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  • Cite this

    Hansen, A. L., & Smyth, T. S. (2016). Teaching English language arts students about social justice. In Social Justice Instruction: Empowerment on the Chalkboard (pp. 295-306). Springer International Publishing. https://doi.org/10.1007/978-3-319-12349-3_26