Five Wise Men: African American Males Using Urban Critical Literacy to Negotiate and Navigate Home and School in an Urban Setting

Autor/in	Wright, Brian L.
Titel	Five Wise Men: African American Males Using Urban Critical Literacy to Negotiate and Navigate Home and School in an Urban Setting
Quelle	In: Urban Education, 56 (2021) 3, S.451-483 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085917690203
Schlagwörter	African Americans; Males; Urban Areas; Critical Literacy; Family Environment; Educational Environment; Urban Schools; Coping; Peer Influence; Interpersonal Communication; Clothing; Stereotypes; School Personnel; Negative Attitudes; High School Students; Grade 11; Grade 12; High Achievement; Language Usage; Black Dialects + Suchen Sie Ihr Suchwort? Afroamerikaner; Male; Männliches Geschlecht; Urban area; Stadtregion; Kritisches Lesen; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Urban areas; School; Schools; Stadt; Schule; Bewältigung; Interpersonale Kommunikation; Kleidung; Klischee; Schulpersonal; Negative Fixierung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Sprachgebrauch
Abstract	This study explores a psychosocial concept coined by the author referred to as "Urban Critical Literacy" (UCL). UCL is an emergent four-step strategy employed by five African American young men as they navigated their cultural worlds of home and school in an urban setting. Critical literacy is the theoretical conceptual framework that underlies this research. Data collected through individual and group interviews and direct observations of home and school are further grounded in constructivist theory to help guide the investigation and documentation of how the participants used UCL. The findings revealed that the participants employed UCL as a strategy to help navigate and negotiate peer pressure, styles of communication, dress, and stereotypes as well as school personnel's unfavorable perceptions of them that can potentially impede their school success. The young men critically identified and reflected on these issues in ways that empowered them to make responsible decisions without jeopardizing their academic goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01