A youth-driven project during crisis schooling
DOI:
https://doi.org/10.1558/wap.24504Keywords:
culturally sustaining pedagogy, Historically Responsive literacy, project-based learning, secondary English language arts, reflexive practices in the classroom, pandemic schooling, digital literacyAbstract
This piece reflects on a secondary teacher’s attempt to empower her students during the Covid Pandemic crisis schooling response in the United States. In this article, the students engage with their hybrid identities and lived experiences to build skills and criticality toward cultivating the changemaker within themselves. Selections of student testimony and the reflexive practices of the teacher are centered in the explanation of a project rooted in Culturally and Historically Responsive literacy.
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