Student Voices Lost, Stolen, and Found.
Saved in:
| 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] |
| Copyright of Rethinking Schools is the property of Rethinking Schools and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 194986999 AccessLevel: 6 PubType: Periodical PubTypeId: serialPeriodical PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Student Voices Lost, Stolen, and Found. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Christensen%2C+Linda%22">Christensen, Linda</searchLink> (AUTHOR)<i> lmc@lclark.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Rethinking+Schools%22">Rethinking Schools</searchLink>. Summer2026, Vol. 40 Issue 4, p28-33. 6p. 1 Cartoon or Caricature. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Writing+processes%22">Writing processes</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink><br />*<searchLink fieldCode="DE" term="%22Peer+review+of+students%22">Peer review of students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+marginality%22">Social marginality</searchLink><br /><searchLink fieldCode="DE" term="%22Narration%22">Narration</searchLink><br /><searchLink fieldCode="DE" term="%22Social+dynamics%22">Social dynamics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Rethinking Schools is the property of Rethinking Schools and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194986999 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 28 Subjects: – SubjectFull: Writing processes Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: Self-efficacy in students Type: general – SubjectFull: Peer review of students Type: general – SubjectFull: Social marginality Type: general – SubjectFull: Narration Type: general – SubjectFull: Social dynamics Type: general Titles: – TitleFull: Student Voices Lost, Stolen, and Found. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Christensen, Linda IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Summer2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 08956855 Numbering: – Type: volume Value: 40 – Type: issue Value: 4 Titles: – TitleFull: Rethinking Schools Type: main |
| ResultId | 1 |
