Writing From the Margins
Exploring the Writing Practices of Youth in the Juvenile Justice System
1st Edition
Published on 1. September 2017
126 pages
978-1-4758-3065-1 (ISBN)
Description
The book is a critical examination of the complex role of writing in court-involved young adults' lives. The purpose of this book is to provide an in-depth look at how writing might possibly be the best opportunity to give students multiple tools to deal with their circumstances in life: to give them a voice to express themselves; an opportunity to recognize their strengths; a way to document their aspirations; and chance to give them hope. Furthermore, this book will advocate for literacy instruction that is grounded in research, and will advocate for youth to be creative meaning-makers, and finally this book will underscore the power of writing as a way to amplify beliefs and life experiences. This book includes current research that supports a framework for teaching writing, particularly for those youth who are marginalized and disenfranchised, while considering the meaning of equity in education.
More details
Edition
1. Auflage
Language
English
Place of publication
New York
United States
Publishing group
Bloomsbury Publishing Plc
Target group
Professional and scholarly
ISBN-13
978-1-4758-3065-1 (9781475830651)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Kristine E. Pytash
Writing From the Margins
Exploring the Writing Practices of Youth in the Juvenile Justice System
Book
09/2017
Rowman & Littlefield Publishers
€72.80
Shipment within 10-20 days
Kristine E. Pytash
Writing From the Margins
Exploring the Writing Practices of Youth in the Juvenile Justice System
Book
09/2017
Rowman & Littlefield Publishers
€39.70
Shipment within 10-20 days
Person
Kristine E. Pytash is an Associate Professor in Teaching, Learning and Curriculum Studies at Kent State University's College of Education, Health, and Human Services where she co-directs the secondary Integrated Language Arts teacher preparation program. A former high school English teacher, her research focuses on the literacy practices of youth in alternative schools and juvenile detention facilities, disciplinary writing, and preparing preservice teachers to teach writing.
Content
Acknowledgments
Introduction
Chapter 1: The Myth of the Struggling Writing
Chapter 2: Reading like a Writer
Chapter 3: Shying Away from Sad: Identity and Writing
Chapter 4: "Sometimes Gun Violence is 'Good'"
Chapter 5: The Art of Composing and Re-conceptualizing Writing
Chapter 6: Risky Endeavors
References
About the Author
Introduction
Chapter 1: The Myth of the Struggling Writing
Chapter 2: Reading like a Writer
Chapter 3: Shying Away from Sad: Identity and Writing
Chapter 4: "Sometimes Gun Violence is 'Good'"
Chapter 5: The Art of Composing and Re-conceptualizing Writing
Chapter 6: Risky Endeavors
References
About the Author
