Why Not?: Embracing the Historical Design of African American Literature to Bolster Its Representative Use in the Classroom

Autor/in	Price, Vincent
Titel	Why Not?: Embracing the Historical Design of African American Literature to Bolster Its Representative Use in the Classroom
Quelle	In: Changing English: Studies in Culture and Education, 29 (2022) 3, S.251-261 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2022.2076655
Schlagwörter	African American Literature; African Americans; Guidelines; Teaching Methods; History; Race; Life Style; African American Culture; Authors; Fiction; Nonfiction; Social Change; English Teachers; United States History; Educational Experience + Suchen Sie Ihr Suchwort? Afroamerikaner; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Geschichte; Geschichtsdarstellung; Rasse; Abstammung; Lebensstil; Author; Autor; Autorin; Fiktion; Non-fiction; Nichtfiktionaler Text; Sozialer Wandel; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Bildungserfahrung
Abstract	Having grown up Black in America, the author reflects on his limited exposure to African American literature in school as well as his even more limited opportunity to see himself reflected in the mirrors of those texts. The article then extends into a framework for expanding the inclusion of African American texts in educators' classrooms. Approaching the literature from a historical design perspective (concerning the purposes that gave the literature life and direction throughout its existence), the article divides African American literature into two groups -- the texts that centre race and race matter and those that centre lives and lifestyles -- in an effort to challenge educators' understanding of both the literature and the people represented within it. The article acknowledges that, while perhaps different in design, both groups of texts speak to the humanity of African American students as the students exist both within and beyond the context of race. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01