[Writing]’s Like in a Hot Car Finally Opening the Window”
Humanizing Writing Instruction through Noticing in Fourth-Grade Language Arts
Dados Bibliográficos
| ID | 13683552 |
|---|---|
| Autores | Mary L Neville (Wayne State University, autor correspondente), Mary Neville (Wayne State University), Maria Martin-Diemer (Academia El Niño Elementary) |
| Ano | 2025 |
| Volume | 59 |
| Fascículo | 4 |
| Páginas | 441-472 |
| Data de publicação | 2025-05-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Research in the Teaching of English (JOURNAL) |
| Identificadores do periódico | ISSN: 0034-527X • E-ISSN: 1943-2348 |
| Editora | Routledge (PUBLISHER • GB) |
| DOI | 10.58680/rte2025594441 |
| OpenAlex | W4415619945 |
| Idioma | EN |
| Referências citadas | 49 |
The purpose of this qualitative project is to examine the use of a noticing assignment in one fourth-grade dual language arts classroom. We, the authors, consider the texts most interesting to students and how these texts relate to humanizing and responsive writing pedagogies. Learning to write in K–12 schooling contexts is often dictated by state-sanctioned standardized assessments, creating a space in which writing is equated with the rules of grammar rather than with deeper meaning making, inquiry, or joy. For youth from historically marginalized communities, this lack of joyfulness in writing instruction is particularly evident. In this study, we consider the following research questions: (1) How do students in a fourth-grade language arts course interact with texts that are interesting to them? (2) How might the act of noticing support students’ understandings of their own literacies as valued, worthy, and connected to the spaces and places in which they live and learn? and (3) How do students voice their perceptions and experiences of writing and writing instruction through the noticing project? Data include 16 fourth-grade students’ noticing journals, pre-project surveys of youth feelings toward writing, focal group interviews, and researcher field notes. Findings demonstrated that youth held varied perspectives toward writing, that they engaged in multiple LA skills to notice and respond to their and others’ noticings, and that they engaged in discussions of social (in)justice through their noticings. This study has implications for educators and researchers working toward more humanizing writing pedagogies connected to youths’ lived experiences, interests, desires, and curiosities
Collaborative writing · Creative writing · Feeling · Grammar · Language arts · Meaning (existential · Notice · Professional writing · Qualitative research · The arts · Literacy, Media, and Education · Multilingual Education and Policy · Reading and Literacy Development
Humanizing Research
Fundamentals of Qualitative Research
Discourses of Writing and Learning to Write
Critical Literacy as a Way of Being and Doing
A Humanizing Pedagogy
Meritocracy 2.0
SoundingOutMySilence
Attending to Pleasure and Purpose in Multiliteracies Instructional Practices
I bring them here to tell their stories”
More, Faster, Neater
My literacies expand over two languages”
We Are More Than That!”
Revealing the Human and the Writer
But These Are Our Stories! Critical Conversations about Bans on Diverse Literature
Rewriting the Curricular Script
Our Community Is Filled with Experts”
An Examination of the Writing Processes of Seven Year Old Children
Advancing a Sociocultural Approach to Decolonizing Literacy Education
Literacy as a Race, Students as Machines
The Spatialized Practices of Teaching Writing in Australian Elementary Schools
Brown Girls Dreaming
Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students
Critical and Coalitional Pedagogies Embodied by Girls of Color
Humanizing Learning Spaces in Dehumanizing Times
Nepantlera Pedagogy
They’re Killing our Imaginations”
Recentering Purpose and Audience as Part of a Critical, Humanizing Approach to Writing Instruction
Mitigating the Dangers of a Single Story
Literacies of Joy
Using thematic analysis in psychology
Writing Ethnographic Fieldnotes, Second Edition
Culturally Sustaining Catch-Up? How English Language Arts Teachers “Compensate” with Culturally Sustaining Pedagogy After the State Exam
Toward a Theory of Culturally Relevant Pedagogy
Preparing for Culturally Responsive Teaching
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |