Teachers and diverse students: A knowledge-to-action reader response model to promote critical consciousness

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dc.contributor.authorStewart, Mary Amanda
dc.contributor.authorFlint, Patricia
dc.contributor.authorNúñez, Mariannella
dc.creator.orcidhttps://orcid.org/0000-0002-0695-7634
dc.date.accessioned2023-04-25T19:24:44Z
dc.date.available2023-04-25T19:24:44Z
dc.date.issued2021
dc.descriptionArticle originally published in Multicultural Perspectives, 23(2), 63–72. English. Published Online 2020. https://doi.org/10.1080/15210960.2021.1914050
dc.description.abstractAnti-immigrant vitriol is growing, even disturbing our educational spaces. Teachers are also affected by the negative discourses around them and need to develop knowledge that shapes their attitudes and actions regarding immigrant youth. This article details a professional development with high school teachers that used reader response to develop critical consciousness, the ability to name, and then act on tensions and unjust practices. Specifically, the purpose was to develop knowledge that might affect teachers’ attitudes and actions toward (im)migrant students in their classrooms and schools. The teacher educators engaged in a semester-long reader response initiative that consisted of reading and responding to a series of both informational and narrative texts about the (im)migrant and refugee experience. The high school teachers illustrated various levels of growth from gaining knowledge to engaging in action to better serve students at their schools, suggesting this reader-response model may be used to develop aspects of critical consciousness about other social justice issues in our society that affect teachers and the manner in which they engage with diverse students.en_US
dc.description.sponsorshipThis material is based on work supported by the Department of Education, Office of English Language Acquisition under Award No. T365Z160017. Any opinions, findings and conclusions or recommendation expressed in this publication are those of the authors and do not necessarily reflect the views of the Office of English Language Acquisition.
dc.identifier.citationThis is the published version of an article that is available at https://doi.org/10.1080/15210960.2021.1914050. Recommended citation: Stewart, M. A., Flint, P., & Núñez, M. (2021). Teachers and diverse students: A knowledge-to-action reader response model to promote critical consciousness. Multicultural Perspectives, 23(2), 63–72.This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.en_US
dc.identifier.urihttps://hdl.handle.net/11274/14875
dc.identifier.urihttps://doi.org/10.1080/15210960.2021.1914050
dc.language.isoen_USen_US
dc.publisherTaylor & Francisen_US
dc.rights.licenseCC BY-NC-ND 4.0
dc.subjectAnti-immigrant rhetoricen_US
dc.subjectReader response initiativesen_US
dc.subjectSocial justiceen_US
dc.titleTeachers and diverse students: A knowledge-to-action reader response model to promote critical consciousnessen_US
dc.typeArticleen_US

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