Critically Engaged Language and Literacy Workshops as a Disruptive Pedagogy in Plurilingual Classrooms
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| Title: | Critically Engaged Language and Literacy Workshops as a Disruptive Pedagogy in Plurilingual Classrooms |
|---|---|
| Language: | English |
| Authors: | Rahat Zaidi (ORCID |
| Source: | Reading Research Quarterly. 2025 60(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Foreign Countries, High School Students, Multilingualism, Cultural Pluralism, Rural Schools, Diversity Equity and Inclusion, Literacy Education, Reflection, Social Justice, Educational Practices, Educational Change, Art Expression, Culturally Relevant Education, Classroom Environment, Art Activities, Writing Exercises |
| Geographic Terms: | Canada |
| DOI: | 10.1002/rrq.597 |
| ISSN: | 0034-0553 1936-2722 |
| Abstract: | This study explored racialized newcomer student participants' experiences in a rural high school in Western Canada, and utilized critically engaged language and literacy workshops (CELLWs) as a means to authentically represent participants' interrelationships with and relatability to their school and community spaces. CELLWs are an important avenue for self-reflection that fosters socially just, diverse, and equitable educational practices. Understanding the nuanced lived experiences of newcomers, and how these inform educational practices today, represents a pivotal need in the development of educational pedagogies that encompass past and present experiences reinforced within different places and spaces. The study was guided by the following question: To what extent can CELLWs afford multicultural and plurilingual identities to establish a disruptive pedagogy and re-imagine classroom spaces? The researchers centered arts and walking methodologies within four CELLWs sessions to open up subjective practices and analyses that intersect equitable, inclusive, and diverse theories and participants' life experiences. Data was drawn from a qualitative and thematic analysis that was obtained from participants' artwork, written reflections, and individual/group interviews. The study revealed the importance of CELLWs in research and in-classroom practices as practitioners and scholars become accountable when appropriating such activities to create spaces for meaning-making processes that consider relevant personal experiences and feelings within schools and communities. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1458567 |
| Database: | ERIC |
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| Abstract: | This study explored racialized newcomer student participants' experiences in a rural high school in Western Canada, and utilized critically engaged language and literacy workshops (CELLWs) as a means to authentically represent participants' interrelationships with and relatability to their school and community spaces. CELLWs are an important avenue for self-reflection that fosters socially just, diverse, and equitable educational practices. Understanding the nuanced lived experiences of newcomers, and how these inform educational practices today, represents a pivotal need in the development of educational pedagogies that encompass past and present experiences reinforced within different places and spaces. The study was guided by the following question: To what extent can CELLWs afford multicultural and plurilingual identities to establish a disruptive pedagogy and re-imagine classroom spaces? The researchers centered arts and walking methodologies within four CELLWs sessions to open up subjective practices and analyses that intersect equitable, inclusive, and diverse theories and participants' life experiences. Data was drawn from a qualitative and thematic analysis that was obtained from participants' artwork, written reflections, and individual/group interviews. The study revealed the importance of CELLWs in research and in-classroom practices as practitioners and scholars become accountable when appropriating such activities to create spaces for meaning-making processes that consider relevant personal experiences and feelings within schools and communities. |
|---|---|
| ISSN: | 0034-0553 1936-2722 |
| DOI: | 10.1002/rrq.597 |
