Strong readers and writers know the world and have a voice: an analysis to guide transformative critical inquiry in the English language arts classroom





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The research question addressed in this project was, how can an inquiry-based English Language arts classroom best guide socially, linguistically, and culturally diverse students to engage in meaningful social critique? It documents one teacher's creation of an inquiry-based unit in her English Language Arts high school classroom focused on critical analysis. Students were encouraged to use the texts of their lives as well as the anchor text to make connections and critically think about social change. The author documents how students were encouraged to interact analytically with the texts of the written word and the world. The researcher concludes there is a value of giving students space to express themselves and explain their thinking through intentional instructional guidance and support from the teacher.

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