Publication Date

2013

Abstract

An essential requirement for supporting the activist literacies of adolescents is a critical understanding of the purposes, practices and roles of engaged citizens and of the linguistic and broader semiotic resources they deploy in response to their multi-layered contexts. Drawing on theories from social semiotic and rhetorical traditions as well as socio-culturally informed genrebased pedagogies, I discuss how teachers and adolescent learners have developed their knowledge of rhetoric and grammar from a close study of the texts of adolescent activists to inform their own activist literacies.

School/Institute

School of Education

Document Type

Open Access Journal Article

Access Rights

Open Access

Included in

Linguistics Commons

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