Kristina's "Ghetto Family": Tensions and Possibilities at the Intersection of Teacher and Student Literacy Agendas

Autor/in	Ives, Denise
Titel	Kristina's "Ghetto Family": Tensions and Possibilities at the Intersection of Teacher and Student Literacy Agendas
Quelle	In: Research in the Teaching of English, 47 (2012) 1, S.39-63 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-527X
Schlagwörter	Grade 6; Language Arts; African American Students; Literacy; Drama; Student Interests; Cultural Capital; Black Dialects; Urban Schools; Ethnography; Middle Schools; Novels; Teacher Developed Materials; Professional Autonomy; Teacher Attitudes; Teacher Student Relationship; Culturally Relevant Education; Time Management; Conflict; Educational Objectives + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Sprachkultur; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Alphabetisierung; Schreib- und Lesefähigkeit; Schauspiel; Studieninteresse; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ethnografie; Middle school; Mittelschule; Mittelstufenschule; Novel; Roman; Berufsfreiheit; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Zeitmanagement; Konflikt; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Despite a growing awareness among teachers of the importance of recognizing and valuing a broader range of students' literate resources and experiences, including those that are culturally and linguistically linked, in many language arts classrooms students' literacy practices continue to be marginalized--remaining peripheral to, if not at odds with, the central work of the classroom. This ethnographic study, featuring a sixth-grade African American girl, examined one such case of marginalization that occurred in an urban English language arts classroom during an integrated novel study unit. Drawing on the Bakhtinian concept of dialogism, the study considers how a student-authored play showcasing cultural and linguistic resources disrupted the planned curriculum and how tensions were negotiated by the teacher, student, and researcher. In spite of the student's efforts and the teacher's best intentions, hegemonic centripetal forces resisted and ultimately marginalized students' literate interests and agendas in this classroom. Recommendations from this research include planning on, and for, dialogism by deliberately structuring curricula so there is both time and space for students' literate interests, resources, and abilities. (Contains 1 note.) (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10