Talking Back at School: Using the Literacy Classroom as a Site for Resistance to the School-to-Prison Pipeline and Recognition of Students Labeled "At-Risk"

Autor/inn/en	Martin, Jennifer L.; Beese, Jane A.
Titel	Talking Back at School: Using the Literacy Classroom as a Site for Resistance to the School-to-Prison Pipeline and Recognition of Students Labeled "At-Risk"
Quelle	In: Urban Education, 52 (2017) 10, S.1204-1232 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085915602541
Schlagwörter	Literacy Education; Writing Instruction; At Risk Students; Urban Schools; Teacher Expectations of Students; Social Bias; Police; Disproportionate Representation; Discipline; Institutionalized Persons; Correctional Institutions; Delinquency; Academic Failure; Teaching Methods; Culturally Relevant Education; Cultural Influences; Nontraditional Education; Racial Bias; School Culture; Minority Group Students; Critical Literacy; Periodicals; Journal Writing; High School Students; African American Students; Resistance (Psychology); Writing (Composition); Self Expression; Poetry; Creative Teaching + Suchen Sie Ihr Suchwort? Schreibunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Disziplin; Jugendstrafvollzug; Kriminalität; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural influence; Kultureinfluss; Non-traditional education; Alternative Erziehung; Racial discrimination; Rassismus; Schulkultur; Schulleben; Kritisches Lesen; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Zeitschriftenaufsatz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Resistenz; Schreibübung; Ausdruck; Lyrik; Poesie; Creative thinking; Teaching; Kreatives Denken; Unterricht
Abstract	Teaching writing to students of high need in an urban school is simultaneously pedagogical, curricular, and political. Students labeled "at-risk" for school failure often have lowered expectations placed upon them from without that impact how they feel within. Compounding this problem of perception is the real issue of heightened surveillance on these students, including the disturbing trend of involving the police when students break the rules of the school; in addition, their own history of juvenile incarceration often exacerbates their school failure. This article addresses these issues in an urban context, as well as provides insight into literacy teaching that assists students in the acquisition of knowledge, literacy, and expression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01