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dc.contributor.authorHungerford-Kresser, Hollyen_US
dc.date.accessioned2015-09-21T20:24:43Zen_US
dc.date.available2015-09-21T20:24:43Zen_US
dc.date.issued2014-Springen_US
dc.identifier.citationPublished in the Journal of Language and Literacy Education 10:82-99, 2014en_US
dc.identifier.issn1559-9035en_US
dc.identifier.urihttp://hdl.handle.net/10106/25226en_US
dc.description.abstractStudents 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.isoen_USen_US
dc.subjectRacial literacyen_US
dc.subjectDiscourse analysisen_US
dc.subjectSocial justiceen_US
dc.title"We Gotta Change First" : Racial Literacy in a High School English Classroomen_US
dc.typeArticleen_US
dc.identifier.externalLinkhttp://jolle.coe.uga.edu/en_US
dc.identifier.externalLinkDescriptionThe original publication is available at the journal homepage.en_US
dc.rights.licensePublished open access by Journal of Language and Literacy Education


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