Reading the World in the Word: The Possibilities for Literacy Instruction Framed Within Human Rights Education

Authors

Judith Dunkerly-Bean, Old Dominion UniversityFollow

Document Type

Article

Publication Date

2013

DOI

10.20360/G2T019

Publication Title

Language and Literacy

Volume

15

Issue

2

Pages

40-55

Abstract

The purpose of this critical ethnography (Madison, 2005; Noblit, Flores & Murrillo, 2004) was to investigate the experiences of teachers and students when literacy instruction was framed within human rights education. Informed by theories of cosmopolitan education (Beck, 2002; Beck & Szneider, 2010; Goldstein, 2007; Harper & Bean, 2009; Hull, 2010), critical socio-cultural theory (Moje & Lewis, 2007) and incorporating Freirean concepts of critical literacy and praxis, this study details the experiences of two servant leader interns (teachers) and sixteen scholars (students) participating in human rights education within the context of a Children’s Defense Fund Freedom School.

ORCID

0000-0002-7603-6021 (Dunkerly-Bean)

Original Publication Citation

Dunkerly-Bean, J. (2013). Reading the world in the word: The possibilities for literacy instruction framed within human rights education. Language and Literacy, 15(2), 40-55. doi:10.20360/G2T019

Repository Citation

Dunkerly-Bean, Judith, "Reading the World in the Word: The Possibilities for Literacy Instruction Framed Within Human Rights Education" (2013). Teaching & Learning Faculty Publications. 25.
https://digitalcommons.odu.edu/teachinglearning_fac_pubs/25