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Full-Text Articles in Education
Collaborative Writing For Publication In Undergraduate Literature Seminars, Ellen Scheible
Collaborative Writing For Publication In Undergraduate Literature Seminars, Ellen Scheible
The Journal of the Assembly for Expanded Perspectives on Learning
Collaborative Writing for Publication in Undergraduate Literature Seminars
Memes As Means: Using Popular Culture To Enhance The Study Of Literature, Pamela Hartman, Jessica Berg, Hannah R. Fulton, Brandon Schuler
Memes As Means: Using Popular Culture To Enhance The Study Of Literature, Pamela Hartman, Jessica Berg, Hannah R. Fulton, Brandon Schuler
The Journal of the Assembly for Expanded Perspectives on Learning
Artistic response is the process by which readers create concrete representations of their transactions with a text through artistic means, including visual arts (e.g. drawing, sculpture, and painting), drama, and music. Research has shown that artistic response helps students form meaningful relationships with texts, as it is a tool that encourages students to enter, explore, make connections, and enjoy stories and characters. In this article we describe an artistic response strategy that we developed and implemented. Recognizing that today’s students often know and interact with the world through social media and memes, we draw on this cultural tool to leverage …
Flipping The Coin: Towards A Double-Faced Approach To Teaching Black Literature In Secondary English Classrooms, Vincent Ray Price
Flipping The Coin: Towards A Double-Faced Approach To Teaching Black Literature In Secondary English Classrooms, Vincent Ray Price
Theory and Practice in Teacher Education Publications and Other Works
Critiquing two approaches that English teachers use to teach Black, or African-American, literature in the secondary classroom—one that centralizes races and the other that ignores it—this article proposes a hybrid approach that combines both. This double-faced approach recognizes the culturally specific themes that give the text and the Black author their unique voice while also recognizing commonalities that bridge the text to others—despite the race of the authors. To demonstrate the feasibility of the double-faced approach, the article concludes with an examination of three texts through the lens of this “race both matters and doesn’t matter” perspective.