Reading the World in the Word: The Possibilities for Literacy Instruction Framed Within Human Rights Education

Authors

  • Judith Marie Dunkerly University of Nevada, Las Vegas

DOI:

https://doi.org/10.20360/G2T019

Keywords:

critical literacy, human rights

Abstract

The purpose of this critical ethnography (Madison, 2005; Noblit, Flores & Murrillo, 2004) was to investigate the experiences of teachers and students when literacy instruction was framed within human rights education. Informed by theories of cosmopolitan education (Beck, 2002; Beck & Szneider, 2010; Goldstein, 2007; Harper & Bean, 2009; Hull, 2010), critical socio-cultural theory (Moje & Lewis, 2007) and incorporating Freirean concepts of critical literacy and praxis, this study details the experiences of two servant leader interns (teachers) and sixteen scholars (students) participating in human rights education within the context of a Children’s Defense Fund Freedom School.

Author Biography

Judith Marie Dunkerly, University of Nevada, Las Vegas

Visiting Lecturer - Department of Teaching and LearningCollege of EducationUniversity of Nevada, Las Vegas

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Published

2013-08-02

How to Cite

Dunkerly, J. M. (2013). Reading the World in the Word: The Possibilities for Literacy Instruction Framed Within Human Rights Education. Language and Literacy, 15(2), 40–55. https://doi.org/10.20360/G2T019