A youth-driven project during crisis schooling

Ginette Rossi Arizona State University

Abstract

This piece reflects on a secondary teacher’s attempt to empower her students during the Covid Pandemic crisis schooling response in the United States. In this article, the students engage with their hybrid identities and lived experiences to build skills and criticality toward cultivating the changemaker within themselves. Selections of student testimony and the reflexive practices of the teacher are centered in the explanation of a project rooted in Culturally and Historically Responsive literacy.

Journal
Writing and Pedagogy
Published
2023-08-16
DOI
10.1558/wap.24504
CompPile
Open Access
Closed
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References (8)

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