THE RISK ZONE: INTERSECTIONS OF IDENTITY AND LITERACY IN A MULTIAGE, MULTILINGUAL CLASSROOM

Abstract

It was a typical Wednesday in Room 4. Wednesday mornings meant time for Invitations. A time cherished and enjoyed by the intermediate students in Ruth’s elementary classroom. Invitations were a time for small groups of students to work together across disciplines on self-selected topics offered by the teacher but grown from student interests. On a weekly basis students signed up for Invitations – sometimes sticking with a topic for several weeks and sometimes attending to a new topic each week. Topics ranged anywhere from using technology, taking apart CD players to discover how they work, exploring media coverage of current events, debating social issues, dissecting plants, to making maps. Students then worked cooperatively in student-facilitated groups to use multiple ways of knowing, and available resources and materials to ask important questions, to investigate issues of significance, to pursue possibilities, and to inquire with others.

Citation

Van Sluys, K. (2004), "THE RISK ZONE: INTERSECTIONS OF IDENTITY AND LITERACY IN A MULTIAGE, MULTILINGUAL CLASSROOM", Jeffrey, B. and Walford, G. (Ed.) Ethnographies of Educational and Cultural Conflicts: Strategies and Resolutions (Studies in Educational Ethnography, Vol. 9), Emerald Group Publishing Limited, Leeds, pp. 225-253. https://doi.org/10.1016/S1529-210X(04)09011-4