Designing from Their Own Social Worlds: The Digital Story of Three African American Young Women

Autor/in	Hall, Ted
Titel	Designing from Their Own Social Worlds: The Digital Story of Three African American Young Women
Quelle	In: English Teaching: Practice and Critique, 10 (2011) 1, S.7-20 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
Schlagwörter	Critical Theory; Females; Educational Opportunities; Youth; Literacy; African Americans; Writing (Composition); African American History; Story Telling; Middle School Students; Student Attitudes; Program Descriptions; Summer Programs; Video Technology; Educational Technology; Stress Variables; Feminism + Suchen Sie Ihr Suchwort? Kritische Theorie; Weibliches Geschlecht; Bildungsangebot; Bildungschance; Jugend; Jugendlicher; Jugendalter; Alphabetisierung; Schreib- und Lesefähigkeit; Afroamerikaner; Schreibübung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Sommerkurs; Unterrichtsmedien; Feminismus
Abstract	In this paper I examine the literacy work of three African American young women (through data drawn from a larger qualitative study), particularly their ways of knowing, such as double consciousness (Du Bois, 1989), and the multiple subject positions they occupy as they write themselves into a digitally created story. My analysis is guided by the following questions: What happens when we bring together what we know about African American women as knowledge producers with what we know about writing, technology and critical literacy and, more specifically, how are the contemporary digital literacy practices of African American youth informed by their historical legacies (Gadsden, 2002)? In this article, I take as a point of departure, Janks' (2000) idea that mere access to dominant forms of literacy, in this case digital, is not enough. We must also create opportunities for students to enact culturally specific forms of agency. Being fully aware of the material conditions of their lives and an external gaze of domination, the African American women digital storytellers in this paper re-present themselves and re-imagine their social worlds. The paper hopes to contribute to the fields of literacy, technology and critical pedagogy. (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10