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ERIC Number: EJ811768
Record Type: Journal
Publication Date: 2008
Pages: 21
Abstractor: As Provided
Reference Count: 64
ISSN: ISSN-1938-8071
Access and Resistance to Dominant Forms of Discourse: Critical Literacy and "At Risk" High School Students
Lesley, Mellinee
Literacy Research and Instruction, v47 n3 p174-194 2008
In an effort to both challenge and engage adolescent students deemed to be academically "at risk," the purpose of this study was to examine the possibility of creating a pedagogical bridge between dominant (school sanctioned) and non-dominant (non-school) forms of literacy. The study was conducted within a setting where high school students were invited to co-construct a literacy group with two primary adult mentors: an education professor from a local state university and the school's Communities in Schools Youth Coordinator. Through an examination of student response to texts containing themes of social justice, findings for this study reveal that creating contexts where "at risk" adolescents can explore marginalized positionalities presented in a variety of genres of text creates a bridge between dominant and non-dominant forms of discourse. Implications for the role of critical literacy--taking action to foster a more just society--are presented as a key component for creating this bridge.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A