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Critical Literacy in Neighborhood Bridges: An Exploratory Study
Ingram, Debra; Lewis, Cynthia; Erasmus, Yvette; Ewing Flynn, Jill; Janowiec, Abigail (Center for Applied Research and Educational Improvement, 2010)
 

Title 
Critical Literacy in Neighborhood Bridges: An Exploratory Study

Issue Date
2010-05

Publisher
Center for Applied Research and Educational Improvement

Type
Report

Abstract
This report describes and examines the meaning and use of critical literacy in The Children’s Theatre Company’s Neighborhood Bridges (Bridges) program. Critical literacy is an orientation to reading that includes an understanding of how texts (oral stories, books, media) position readers (listeners/viewers), how readers position texts, and how texts are positioned within social, cultural, historical, and political contexts. Critical literacy is central to the philosophy of Bridges, which involves elementary and middle school students in storytelling and creative drama. An important goal of the program is to develop in children the capacity to analyze and challenge dominant social and cultural storylines as they create new storylines through imaginative retellings and reenactments.

Appears in Collection(s)

Suggested Citation
Ingram, Debra; Lewis, Cynthia; Erasmus, Yvette; Ewing Flynn, Jill; Janowiec, Abigail. (2010). Critical Literacy in Neighborhood Bridges: An Exploratory Study. Center for Applied Research and Educational Improvement. Retrieved from the University of Minnesota Digital Conservancy, http://purl.umn.edu/139268.


Content distributed via the University of Minnesota's Digital Conservancy may be subject to additional license and use restrictions applied by the depositor.