Document Type

Article

Abstract

Author offers reflections and insights into a middle school after-school literacy pilot program. The author argues that, by practicing embodied, metaphoric ethnography, educators can revise their roles in classroom social systems and so pursue the goals of critical pedagogy. This work has developed from research on the emotional and embodied aspects of writing instruction, and the work developed out of a book she was writing on grassroots literate practices, titled Echoes Half Heard: Community Activists, Collective Movements.

Disciplines

Arts and Humanities

Comments

This article is the publisher's version, available at http://trace.tennessee.edu/jaepl/vol6/iss1/5/

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