For educators, social responsibility can offer context for considering and making shifts in teaching and learning. For learners, attention to social responsibility can provide not only context but also purpose, motivation, and meaning.
An educator study group that focused on social responsibility served as both inspiration and support for my work with reading shifts. Our particular study group began our collaborative study with an inquiry question that was relevant to our institutional context. We asked, “In a democracy, what are the responsibilities of privilege?”
Below are some artifacts from our collaborative work, including research outcomes and other impact. Also linked are presentations we have made related to the topic of social responsibility.
Grassroots Growth: The Evolution of a Teacher Study Group (link)
The Community Read as a Vehicle for Infusing Social Responsibility into the Curriculum (link)
BRANDING; INCREASING IMPACT
June 2012 Montclair State University Network for Educational Renewal (MSUNER) Spring Conference (Montclair, NJ), “Incentivizing Staff Involvement with Infusing Social Responsibility into the Curriculum”
Oct. 2011 National Network for Educational Renewal Conference (Hartford, CT), “Increasing District Interest in Social Responsibility via a Community Read”
Nov. 2010 NCTE Annual Convention (Orlando, FL), “Reading & Writing as Acts of Awareness-Raising, Advocacy, and Activism: Infusing Social Responsibility into the High School English Classroom and Beyond”
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