Backstage performances: a third grader's embodiments of pop culture and literacy in a public school classroom

Literacy ◽  
2014 ◽  
Vol 48 (1) ◽  
pp. 4-13 ◽  
Author(s):  
Stavroula Kontovourki
Keyword(s):  
Public School ◽  
Pop Culture ◽  
School Classroom ◽  
Public School Classroom

scholarly journals “Keep Walls Down Instead of Up”: Interrogating Writing/Making as a Vehicle for Black Girls’ Literacies

2020 ◽  
Vol 10 (6) ◽  
pp. 159 ◽  
Author(s):  
Cassie J. Brownell
Keyword(s):  
United States ◽  
Public School ◽  
Presidential Election ◽  
Black Girls ◽  
Third Grade ◽  
School Based ◽  
School Classroom ◽  
Public School Classroom

Drawing on data generated following the 2016 United States presidential election, in this article the author considers how a classroom makerspace made Black girls’ literacies visible in new ways. During a six-week integrated humanities unit in a third-grade public school classroom in the Midwestern U.S., four Black girls used making to create a space for themselves to collaboratively make sense of contemporary (im)migration issues. In the findings, the author provides two analytic snapshots to illustrate how the girls’ making exemplified the six components of the Black Girls’ Literacies Framework—an asset-oriented framing that highlights how Black girls’ literacies are (1) multiple, (2) connected to identities that are (3) historical, (4) collaborative, (5) intellectual, and (6) political/critical (Muhammad & Haddix, 2016). In closing, the author offers provocations for educational researchers and practitioners to consider, as they facilitate school-based opportunities for Black girls’ literacies to be made visible through making.

scholarly journals Media Education: Rethinking the Role of Photographic Representation in Public Education

2021 ◽  
Author(s):  
Kris Erickson
Keyword(s):  
Public School ◽  
Public Education ◽  
Media Education ◽  
Social Forces ◽  
Contemporary Society ◽  
The Public ◽  
School Classroom ◽  
Material Conditions ◽  
Public School Classroom

This essay investigates both the pedagogical and communicational roles of photography and education in contemporary society. Assuming that photography and education not only show people their world, but that they also offer them the means to help create it, this essay explores the various ways that social forces have kept people from the democratic possibilities such institutions offer. Indeed, since they are typically controlled by state and corporate interests, photographic institutions and public education systems, as well as their specific representations and practices, typically reinforce a hegemonic order rather than challenge it. Through these institutions such forces have shown and taught us only a limited version of what constitutes our lives by structuring and ordering the material conditions and symbolic spaces of our world, including many of our own thoughts, actions, and experiences. This essay suggests that the critical tendencies of the few alternative photographic and popular educational practices that challenge this order continue to collaborate and develop systematic practices designed to challenge depoliticizing forces, particularly by investigating the spaces most immediately accessible to a large portion of the population: the public school classroom.

Acoustics in the public school classroom

2008 ◽  
Vol 123 (5) ◽  
pp. 3518-3518
Author(s):  
Uwe J Hansen ◽  
Corinne Darvennes
Keyword(s):  
Public School ◽  
The Public ◽  
School Classroom ◽  
Public School Classroom

Meaningful Practice: Test Prep in a Third-Grade Public School Classroom

2010 ◽  
Vol 64 (4) ◽  
pp. 236-245 ◽  
Author(s):  
Stavroula Kontovourki ◽  
Carolyn Campis
Keyword(s):  
Public School ◽  
Third Grade ◽  
Practice Test ◽  
School Classroom ◽  
Public School Classroom
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