Expanding Understandings of Literacy: The Double Consciousness of a Black Middle Class Child in Church and School

Autor/inn/en	Wynter-Hoyte, Kamania; Boutte, Gloria Swindler
Titel	Expanding Understandings of Literacy: The Double Consciousness of a Black Middle Class Child in Church and School
Quelle	In: Journal of Negro Education, 87 (2018) 4, S.375-390 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.87.4.0375
Schlagwörter	African American Children; African American Students; Middle Class; Churches; Educational Environment; Identification (Psychology); Social Theories; Role; Literacy Education; Teaching Methods; Singing; Teacher Attitudes; Social Influences; Leadership Qualities + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Student; Students; Schüler; Schülerin; Studentin; Mittelschicht; Church; Kirche; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gesellschaftstheorie; Rollen; Teaching method; Lehrmethode; Unterrichtsmethode; Gesang; Lehrerverhalten; Sozialer Einfluss; Führungseigenschaft
Abstract	The purpose of this qualitative case-study is to examine the complexity and double consciousness of a Black, middle class child navigating church and school. Conceptually, the study draws from Black education and theoretically employs Cultural Historical Activity Theory and identity theories. Three research questions were investigated: (a) How are identity roles arranged in church and school settings? (b) How do these identity roles influence a Black middle class child as she navigates each space? (c) How do the literacy practices shape her identity roles? Findings suggest the need for educators to find ways to foster Black middle-class children's literacy practices in meaningful ways. Implications for educational stakeholders are offered. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01