"See, Click, Fix": Civic Interrogation and Digital Tools in a Ninth-Grade Ethnic Studies Course

Drawing from the theoretical contributions of Ethnic Studies, activist new media, and critical digital literacies, this article explores the nature of a ninth-grade curricular unit about how one's daily environment impacts one's health and well-being. Using a combination of ethnographic an...

Full description

Saved in:
Bibliographic Details
Published in:Equity & excellence in education 2019-07, Vol.52 (2-3), p.154-166
Main Authors: Kwon, Leona, de los Ríos, Cati V.
Format: Article
Language:English
Subjects:
Citizen Participation
Citizenship education
Civics
Computer Oriented Programs
Critical Literacy
Curricula
Digital literacy
Ethnic Studies
Ethnography
Grade 9
High School Students
Inquiry method
Minority Group Students
Racial Bias
Resistance (Psychology)
Transformative Learning
Urban Schools
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Drawing from the theoretical contributions of Ethnic Studies, activist new media, and critical digital literacies, this article explores the nature of a ninth-grade curricular unit about how one's daily environment impacts one's health and well-being. Using a combination of ethnographic and practitioner inquiry methods, the authors highlight an Ethnic Studies teacher's innovative and community-based pedagogy that honed students' critical digital literacies and civic action practices through their engagement with the digital media app "See, Click, Fix." Findings detail students' perspectives about how the unit both helped them resist deficit-oriented ideologies and served as a conduit for critical civic literacies. The authors contend that the fostering of critical digital literacies remain extremely imperative to the future and expansion of Ethnic Studies courses.
ISSN:1066-5684
1547-3457
DOI:10.1080/10665684.2019.1647809