The Seminar Help to Create Powerful Learning Outcomes for the Participants - Business - Customer Service

We have held the annual seminar for the past 10 years (1999-2008) for a number of important reasons. First of all, we want to create a learning space, separate from the demands and constraints of schools that allow us to understand the possible translations of critical theories of teaching and learning into practice. In this way, the summer seminar serves as a laboratory space to try out innovative ideas with students. Over the past decade, we have been able to develop models of instruction that would not have been possible inside of traditional classrooms, but we have also been able to inform classroom practice through what we have learned and demonstrated in the seminar space.

We are also interested in how student and teacher voices can inform important conversations inside of educational research and policy. Each summer we tackle a widely discussed issue and attempt to inform Dolce Gabbana Jewelry that issue with research that is largely conducted by teachers and students. At the same time, the seminar itself is designed to create powerful learning outcomes for the participants who are heavily involved in the research process. Learning outcomes are measured by textual production, by the development of critical language awareness (Fairclough, 1995), by demonstrations of engaged citizenship, and by actual praxis. We have also been able to follow several of the teachers back into the classroom to understand how the seminar has affected their teaching and their academic scholarship.

The seminar is an example of the steps that critical research in literacy education can take on several levels. First of all, it is possible to create laboratory spaces to test out our ideas that exist outside of the general parameters of academic schooling with its mandates, short periods, confined spaces, and established relationships between teachers and students and among teachers, students, the texts they read, and the world at large. Many of these parameters and constraints are the result of theories about learning and literacy that need to be challenged and rethought. These D&G Jewelry Sale laboratory spaces can take the shape of summer programs, after school programs, special courses, or designated units within more traditional courses. The seminar is also a potentially powerful model in that it shows how teachers and students can play more profound roles in academic research even as we create empowered models of teaching and learning through the process itself. Th at is, teachers and students can help us to learn more about empowering literacy pedagogies through the process of critical research that is itself an empowering example of literacy pedagogy.

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