National Writing Project

A Critical Inquiry Framework for K-12 Teachers: Lessons and Resources from the U.N. Rights of the Child

JoBeth Allen and Lois Alexander, Editors (National Writing Project and Teachers College Press, 2013)

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A Critical Inquiry Framework for K-12 Teachers provides powerful ideas to guide pedagogy and a curriculum model for helping students connect with issues in their lives while meeting standards.

Vivid portraits of K–12 classrooms illustrate how teachers used a human rights framework to engage students in critical inquiry of relevant social issues, such as immigration rights, religious tolerance, racial equality, countering the effects of poverty, and respect for people with disabilities.

This book shows how a group of teachers worked together to develop a critical content framework using the U.N. Convention on the Rights of the Child. Chapters highlight lively classroom and community action projects.

Testimonial

"A Critical Inquiry Framework for K–12 Teachers is a powerful and accessible resource for all who believe that education must be more child-centered, democratic, and just. Beyond sharing vivid examples from their classrooms, these teachers share a critical content framework that can be brought to life in a variety of settings, shedding light onto how teachers can engage in more equitable education in their classrooms. This is a timely resource for all who want to teach in hopeful and transformative ways."
Mariana Souto-Manning, Associate Professor, Teachers College, Columbia University

About the Editors
JoBeth Allen is a professor of language and literacy education at the University of Georgia and co-director of the Red Clay Writing Project.
Lois Alexander is a high school English teacher and directed Project Outreach: Literacy and Social Class for the Red Clay Writing Project.

© 2014 National Writing Project