Bibliographic Details
| Title: |
Student Voices Lost, Stolen, and Found. |
| Authors: |
Christensen, Linda (AUTHOR) lmc@lclark.edu |
| Source: |
Rethinking Schools. Summer2026, Vol. 40 Issue 4, p28-33. 6p. 1 Cartoon or Caricature. |
| Subject Terms: |
*Writing processes, *Classroom environment, *Self-efficacy in students, *Peer review of students, Social marginality, Narration, Social dynamics |
| Abstract: |
This article focuses on teaching narrative writing as a tool to explore and resist the silencing of marginalized voices, particularly in educational settings. It describes a classroom approach where students reflect on personal experiences of losing or finding their voice, often shaped by language, race, gender, and privilege, and then develop these reflections into detailed narratives through layered writing and revision strategies. The teaching emphasizes the importance of broad prompts, peer feedback, and craft lessons—such as adding interior monologues and character development—to help students articulate their stories and understand the social dynamics of silencing. Ultimately, the process aims to empower students to recognize and challenge systems of exclusion while building their skills and confidence as writers. [Extracted from the article] |
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| Database: |
Education Research Complete |
