Shaping literate identities: African American male youth, literacy, and middle school Pubblico
Johnson, Latrise Paulene (2012)
Abstract
Abstract
Shaping Literate Identities: African American Male Youth, Literacy,
and Middle School
In this study, I considered the literacy practices of African
American male youth in an urban
middle school. Using ethnographic case study methodology and
drawing from several
frameworks, I investigated the social and cultural contexts of
literacy participation within
literacy classrooms/spaces. The study situated the literacy
participation of African American
male youth within Gee's (2001) theory of Discourse and New Literacy
Studies in which I
considered the ways that the youth discussed and asserted their
literate identities in relation to
two distinct discourses present in the school. Because a larger
failure narrative confounds the
literacy experiences of African American male youth, critical
theory was framework for
considering the social and structural inequities of school and
provided a lens for interpreting,
critiquing, and transforming interactions among individuals
(Gibson, 1986; Palmer & Maramba,
2011). In other words, critical theory provided space for examining
how literate identities were
shaped despite larger issues of failure that plague schooling
experiences for African American
males. I examined how the literate identities of these African
American male youth were shaped
within literacy classrooms/spaces as they contended with complex
notions of literacy practice,
ideologies, and texts. Opportunities provided for literacy
participation, literacy space, as well as
mode and level of participation were factors that influenced the
literate identities as well as the
literacy participation of the African American male youth in this
setting. I conclude with
considerations for examining the processes, pedagogies, texts,
ideologies, and practices of
literacy spaces that are attentive to developing positive literate
identities for African American
male youth in order to improve their overall schooling and literacy
experiences.
Shaping Literate Identities: African American Male Youth,
Literacy, and Middle School
B.A., Morris Brown College, 2000
M.Ed., Georgia State University, 2006
Advisor: Maisha T. Winn, Ph.D.
A dissertation submitted to the Faculty of
the James T. Laney School of Graduate Studies of Emory
University
in partial fulfillment of the requirements for the degree of
Doctor of Philosophy
in Educational Studies
2012
Table of Contents
Table of Contents
Chapter 1: Shaping in the Midst of "Crisis" ..................................................................1
Introduction and Statement of the Problem .................................................................1
Purpose of the Study ................................................................................................5
Significance .............................................................................................................7Definition of Terms ...................................................................................................8
Theoretical Framework .............................................................................................10
Chapter 2: Shaping the Conversation .........................................................................14
Review of the Literature ............................................................................................14
Literate Identities of African American Male Youth .........................................................15
Literacy Practices of African American Male Youth .........................................................16
Literacy Narratives of African American Males ...............................................................21
Chapter 3: Shaping a Plan of Inquiry ...........................................................................25
Methodology .............................................................................................................25 Site..........................................................................................................................26 Participants...............................................................................................................27Data Sources and Collection .......................................................................................28
Data Management......................................................................................................30
Data Analysis ............................................................................................................31
Researcher Perspective................................................................................................32
Reliability...................................................................................................................33 Validity ......................................................................................................................34Limitations .................................................................................................................35
Chapter 4: Shaping Literate Identities Within Literacy Spaces:...........................................36
Chapter 5: Shaping and Mis-shaping: .............................................................................54
Chapter 6: Shaping Literate Lives Inside Middle Schools ....................................................66
Chapter 7: (Re) Shaping Place, Practice and Youth ............................................................80
Discourse of Place and Black Male Identity.…………………………………………...................................80
Morality and Behavior Teaching ............................................………………………………………………..81
Academic Harassment of Black Boys ..........................................…………………………………………..82
School-to-Prison Pipeline ..........................................…………………………………….…………............82
Place and Personnel .........................................……………………………………………………………………...83
Mismatch of Vision ..................................................……………………………………………………………..83
Paternalistic Professional Development ........................................…………………………………………83
The role of literacy Models .............................................……………………………………………………...84
Literacy Curriculum for African American Male Youth ...........................………………………………...85
Personal v. Academic ................................................……………………………………………………………86
Creative v. Technical ................................................…………………………………………………………….86
Student Centered v. Standards Centered ....................................………………………………………...86
Culturally Relevant v. Culturally Distant ........................................……………………………………….87
Re(Shaping) Dichotomies ..............................................……………………………………………………….88
Implications for Literacy Teacher Education ..............………………........................................…90
Future Research .........................................……………………………………………………………………….....91
Conclusion ..............................................……………………………………………………………………………….92 References ..................................................................................................................93Appendix A .......................................………………………………………………………………………………..…108
Appendix B ........................................…………………………………………………………………………………..110
Appendix C.........................................…………………………………………………………………………………..112
Appendix D ........................................…………………………………………………………………………………..113
Appendix E .........................................…………………………………………………………………………………..114
Appendix F .........................................…………………………………………………………………………………..117
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