dc.contributor.author | Hungerford-Kresser, Holly | en_US |
dc.date.accessioned | 2015-09-21T20:24:43Z | en_US |
dc.date.available | 2015-09-21T20:24:43Z | en_US |
dc.date.issued | 2014-Spring | en_US |
dc.identifier.citation | Published in the Journal of Language and Literacy Education 10:82-99, 2014 | en_US |
dc.identifier.issn | 1559-9035 | en_US |
dc.identifier.uri | http://hdl.handle.net/10106/25226 | en_US |
dc.description.abstract | Students need more opportunities to learn how to respond to and counter forms of everyday racism. This qualitative study addresses that need by investigating how one peer-led group engaged in dialogue about issues of race in regards to an eleventh-grade Language Arts assignment. A racial literacy perspective framed our analysis of three small group conversations. Findings suggest that dialogue in the small group fostered opportunities for students to engage in the following elements of racial literacy: a) hear and appreciate diverse and unfamiliar experiences; b) facilitate problem-solving with the community; and c) create opportunities to talk about race. | en_US |
dc.language.iso | en_US | en_US |
dc.subject | Racial literacy | en_US |
dc.subject | Discourse analysis | en_US |
dc.subject | Social justice | en_US |
dc.title | "We Gotta Change First" : Racial Literacy in a High School English Classroom | en_US |
dc.type | Article | en_US |
dc.identifier.externalLink | http://jolle.coe.uga.edu/ | en_US |
dc.identifier.externalLinkDescription | The original publication is available at the journal homepage. | en_US |
dc.rights.license | Published open access by Journal of Language and Literacy Education | |