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ICLCLE 2020 has ended

Conference Theme: Languages, Cultures and Literacies in the Context of Social Justice

Indiana University School of Education


The Second International Conference on Literacy, Culture, and Language Education (ICLCLE) is a multi-, inter- and trans-disciplinary event that will bring together researchers, educators, scholars, instructors, practitioners, activists, and graduate students from around the world. This international conference includes research, pedagogy and practice about diverse issues in languages, cultures and literacies in education. The participants in this conference will be involved in local and global dialogue and exchange of ideas, research, and experiences on the themes of the event. 

Selected articles will be published in the new electronic peer-reviewed International Journal of Literacy, Culture, and Language Education (IJLCLE).

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ICLCLE 2020 Organizing Committee
Beth Lewis Samuelson (Co-Chair), Serafin Coronel-Molina (Co-Chair), Jeannette Armstrong, Ebrahim Bamanger, Suparna Bose, Xin Chen, Whitney Dubrulle, Amani Gashan, Lindsay Herron, Maria Lisak, Brandon Locke, Erin McNeill, Simon Pierre Munyaneza

Literacy, Culture and Language Education Faculty
Serafin Coronel-Molina, Marcus Croom, Sharon Daley, James Damico, Mary Beth Hines, Carmen Medina, Martha Nyikos, Beth Lewis Samuelson, Karen Wohlwend

Literacy, Culture and Language Education Administrators
Laura J. Robinson, Chanel Stickles
Back To Schedule
Saturday, October 24 • 10:00am - 10:30am
PAPER: Critical Literacy in a Critical Time

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Everyday another tyrannical news headline or story of power and privilege fills the
media. Students are surrounded by messages of hostility and hatred. Knowing how to navigate and express oneself in this world is not a naturally acquired art, quite the opposite. In this highly politicized world, children need help imagining possibilities, questioning narratives, navigating stories of the oppressed, and acting on solutions for the future.This presentation will share how embodiment can be used as a tool to engage classroom communities in critical practice. Using the four dimensions of critical literacy- disrupting the commonplace, considering multiple viewpoints, focusing on the sociopolitical, and taking action- as a springboard, I will focus on how purposeful questioning, discussion, and improvised drama might influence how students engage with literacy lessons (Booth, 2005; Lewison, Flint, & Sluys, 2002; Luke & Freebody, 1990).
Presenters
avatar for Justine Bruyère

Saturday October 24, 2020 10:00am - 10:30am EDT
Virtual Room 3
  Individual Paper, Critical Literacy

Attendees (33)