Reading the World in the Word: The Possibilities for Literacy Instruction Framed Within Human Rights Education
DOI:
https://doi.org/10.20360/G2T019Keywords:
critical literacy, human rightsAbstract
The purpose of this critical ethnography (Madison, 2005; Noblit, Flores & Murrillo, 2004) was to investigate the experiences of teachers and students when literacy instruction was framed within human rights education. Informed by theories of cosmopolitan education (Beck, 2002; Beck & Szneider, 2010; Goldstein, 2007; Harper & Bean, 2009; Hull, 2010), critical socio-cultural theory (Moje & Lewis, 2007) and incorporating Freirean concepts of critical literacy and praxis, this study details the experiences of two servant leader interns (teachers) and sixteen scholars (students) participating in human rights education within the context of a Children’s Defense Fund Freedom School.Downloads
Published
2013-08-02
How to Cite
Dunkerly, J. M. (2013). Reading the World in the Word: The Possibilities for Literacy Instruction Framed Within Human Rights Education. Language and Literacy, 15(2), 40–55. https://doi.org/10.20360/G2T019
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