More than Managing Inequities: Critical Literacy in High School ELA
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| Title: | More than Managing Inequities: Critical Literacy in High School ELA |
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| Language: | English |
| Authors: | Joanne Larson (ORCID |
| Source: | Journal of Adolescent & Adult Literacy. 2026 69(5). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 9 Junior High Schools Middle Schools |
| Descriptors: | Critical Literacy, High School Students, Grade 9, English Instruction, Language Arts, Social Justice, Social Action, Integrated Curriculum |
| DOI: | 10.1002/jaal.70042 |
| ISSN: | 1081-3004 1936-2706 |
| Abstract: | This study explores how critical literacy in a 9th-grade high school English Language Arts (ELA) classroom supported youth in challenging justice issues they identified in their local communities. An interdisciplinary theoretical framework informed by literacy as a social practice, critical literacy, and power was used to interpret the data, including student-created infographics and written reflections over 4 years. Findings indicate that integrating critical literacy with a liberatory lens into the school curriculum helped students develop their understanding of justice in ways that supported them in taking action. We recommend that integrating critical literacy into ELA curricula can better support learners to lead, reflect, and advocate for justice within and beyond the classroom. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497487 |
| Database: | ERIC |
| Abstract: | This study explores how critical literacy in a 9th-grade high school English Language Arts (ELA) classroom supported youth in challenging justice issues they identified in their local communities. An interdisciplinary theoretical framework informed by literacy as a social practice, critical literacy, and power was used to interpret the data, including student-created infographics and written reflections over 4 years. Findings indicate that integrating critical literacy with a liberatory lens into the school curriculum helped students develop their understanding of justice in ways that supported them in taking action. We recommend that integrating critical literacy into ELA curricula can better support learners to lead, reflect, and advocate for justice within and beyond the classroom. |
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| ISSN: | 1081-3004 1936-2706 |
| DOI: | 10.1002/jaal.70042 |
