Refers to a framework that offers a model for observing activities within discourse in conjunction with the internal mediation of the individual, connecting the moment of the activity to the invisible influences from the social, historical, and cultural lives of the individual.
Published in Chapter:
Culturally Sustaining, SEL-Based Practices in Disciplinary Literacy Curricular Spaces
Holly Sheppard Riesco (University of Arkansas, Fayetteville, USA), Rebecca Carpenter de Cortina (University of Arkansas, Fayetteville, USA), and Afton Schleiff (University of Arkansas, Fayetteville, USA)
Copyright: © 2022
|Pages: 21
DOI: 10.4018/978-1-6684-4215-9.ch005
Abstract
The authors seek to illustrate how teachers can create a space of inclusive interaction through the development of curriculum and instruction that evidences culturally sustaining pedagogy and disciplinary literacy. In considering these two concepts, the authors also turn to the tenets of social and emotional learning to establish a framework for developing curriculum and instruction that acknowledges the complexity of the classroom space as a subculture. This consideration is not only crucial to making disciplinary discourses relevant, but also illustrating how curriculum and instruction play a critical role in students' learning as well as how they understand and locate themselves in the world that surrounds them. The goals of this chapter are to offer a framework that can help educators develop curriculum and instruction that supports students' emerging knowledge of the discipline, connect disciplinary knowledge to students' multiple discourses, and provide a pathway for generative SEL within and outside of the academic discipline itself.