Carnival Classrooms: Sites of Resistance in Secondary Composition Classrooms

Abstract

Teachers interested in educational justice seek to create schools as sites of equitable instruction and student development. However, educators must frame lesson content using marginalized student experiences and cultural traditions to counter the dominant hegemony using a critical pedagogical lens to transform critical thinking and engage students to inform and create solutions to public issues. The purpose of this study is to examine the efficacy of using a carnival pedagogy to engage high school students and to strengthen their social-emotional development through mentoring, dialogic or structured conversation, and storytelling to lead them to complete high school. The proposal for this study is currently under revision to clarify the methodology utilized.