Fall 2017


Capstone Project

Degree Name



Laura Halldin


The purpose of this capstone project was to create an engaging and challenging curriculum for a mid-level 11th-grade English course that would explore the use of culturally releveant, digital texts to increase student engagement and understanding. The paper that follows explores the reason why such an interactive and culurally relevant curriculum is needed in an increasingly-diverse suburban classroom. In particular, a blend of research around neuroscience, Culturally Relevant Pedagogy and Constructivism, the use of digital tools to enhance learning, and a look at how texts should fall under the mirrow-window continuum, was collected. Combinging theory and research led to the backward creation of a challenging, yet engaging curriculum for a racially, ethnically, and socioeconomically diverse classroom. What the researcher has concluded is that writing effective curriculum that looks to engage digital native students, while also challenging the status quo and empowering students on their learning journey, can and must be done. A fine balance must be struck by the educator between where students are currently and who they are, and where they must be and who they have the potential to be. Using culturally relevant, digital texts in an English classroom offers an effective framework for social justice pedagogy, which is crucial for life-long, critical learning to occur in today’s world.

Project Type



Brain-based Learning, Curriculum, Social Justice, Technology

Included in

Education Commons