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dc.contributor.authorWoodcock, Christine
dc.date.accessioned2005-09-06T13:43:50Z
dc.date.available2005-09-06T13:43:50Z
dc.date.issued2005-09
dc.identifier.urihttp://hdl.handle.net/1951/6598
dc.description.abstractThis paper shares the story of a “struggling” seventh grade girl, Tara. Using the Listening Guide, a qualitative, feminist, relational, voice-centered method of analysis, helped me reach my goal of understanding adolescents and their literacies. Tara spoke of a relational dynamic of knowing, and the feelings of trust and connection she needed to learn in her English language arts classroom. This paper emphasizes and explores the Listening Guide as a methodology that enabled me to hear the complexities of Tara’s voice, and the ways she uniquely made meaning and understood her life and her literacies. Second, I share Tara’s story, shedding light on the relational dimensions of knowledge construction in the classroom, as well as the controlling contexts of school environment. Last, I share practical implications for classroom use and for future research, highlighting the need for more personalized relationships between students and teachers.en
dc.format.extent252409 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.relation.ispartofseriesJournal of Authentic Learningen
dc.relation.ispartofseriesvol. 2, no. 1en
dc.titleThe silenced voice in literacy : listening beyond words to a "struggling" adolescent girlen
dc.typeArticleen


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