Reenvisioning Writing Pedagogy and Learning Disabilities through a Black Girls' Literacies Framework

Autor/in	Whitney, Erin Hope
Titel	Reenvisioning Writing Pedagogy and Learning Disabilities through a Black Girls' Literacies Framework
Quelle	In: Journal of Adolescent & Adult Literacy, 62 (2019) 6, S.643-651 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.934
Schlagwörter	Learning Disabilities; Special Education; Culturally Relevant Education; Writing Instruction; Sociocultural Patterns; Teaching Methods; Females; Self Concept; Guidelines; Language Arts; English Instruction; Case Studies; Student Empowerment; African American Students; Literacy; Grade 7; Identification; Writing Skills + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Schreibunterricht; Soziokulturelle Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Weibliches Geschlecht; Selbstkonzept; Richtlinien; Sprachkultur; English langauage lessons; Englischunterricht; Case study; Fallstudie; Case Study; Studienberechtigung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Alphabetisierung; Schreib- und Lesefähigkeit; School year 07; 7. Schuljahr; Schuljahr 07; Identifikation; Identifizierung; Writing skill; Schreibfertigkeit
Abstract	Much of the special education research on writing has focused on skill acquisition and remediation. However, a significant problem with this approach is that it does not account for the sociocultural nature of writing or the importance of culturally sustaining pedagogies in writing instruction. In this article, the author uses practitioner research to examine the ways that Raquel (pseudonym), a seventh-grade black girl identified as having a learning disability, enacted her identity as a writer when components of the Black Girls' Literacies framework were integrated into her writing instruction and how this agentive identity offered a counternarrative to the institutional identity ascribed to her as a student with a learning disability. Findings suggest that by integrating the Black Girls' Literacies framework into language arts instruction, students such as Raquel might be empowered to identify as writers and use writing to critique society and envision a more just and equitable world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01