Making Our Voices Heard: Critical Literacy Through Song

Authors

  • Trudie Aberdeen Educational Psychology University of Alberta

DOI:

https://doi.org/10.29173/md16964

Abstract

Scholars have demonstrated that Freire’s critical pedagogy is an influential and powerful educational philosophy for those working with migrant workers, refugees, and marginalized high school students. The purpose of this article is to show how adult ESL learners who are immigrants to Canada, in addition to these other groups, have benefited from a critical pedagogy approach to learning through participation in a weekly choir, Global Voices, despite the fact that they are not traditionally considered disempowered. The participants’ insights can hopefully inform choir directors, classroom instructors, educational policies, and curricular choices.

 

Author Biography

Trudie Aberdeen, Educational Psychology University of Alberta

Trudie Aberdeen is a PhD student at the University of Alberta. Her research intrests include classroom-based English as a second language, Englisg as a second language instruction for non-literate adults, and sociocultural theory in the language classroom.

Published

2012-11-14