Making Our Voices Heard: Critical Literacy Through Song
DOI:
https://doi.org/10.29173/md16964Abstract
Scholars have demonstrated that Freire’s critical pedagogy is an influential and powerful educational philosophy for those working with migrant workers, refugees, and marginalized high school students. The purpose of this article is to show how adult ESL learners who are immigrants to Canada, in addition to these other groups, have benefited from a critical pedagogy approach to learning through participation in a weekly choir, Global Voices, despite the fact that they are not traditionally considered disempowered. The participants’ insights can hopefully inform choir directors, classroom instructors, educational policies, and curricular choices.
Downloads
Published
Issue
Section
License
Authors retain copyright and grant the journal right of the first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in Multilingual Discourses.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Multilingual Discourses.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). However, Multilingual Discourses has to be acknowledged as the first publication of a given work, providing a link to the original publication in Multilingual Discourses.
All quoted material, including any visual information such as images, video, figures, and tables must comply with the fair-dealing copyright law in Canada.
For more information, please consult the University of Alberta Copyright Information and Guidelines
Multilingual Discourses ISSN 1929-1515