Reading Grand Theft Auto: Improvisational Urban Literacy

Autor/in	Tanner, Samuel Jaye
Titel	Reading Grand Theft Auto: Improvisational Urban Literacy
Quelle	In: Urban Education, 58 (2023) 8, S.1827-1852 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tanner, Samuel Jaye)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085920923026
Schlagwörter	Urban Education; Literacy Education; Creative Activities; Urban Schools; High School Students; Video Games; Racism; Gender Bias; Teaching Methods; Decision Making; Media Selection + Suchen Sie Ihr Suchwort? Stadtteilbezogenes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Video game; Videospiel; Videospiele; Rassismus; Geschlechterstereotyp; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Medienwahl
Abstract	This article relies on nonrepresentational narrative research to consider improvisational urban literacy. The author uses narrative to theorize the choice to teach "Grand Theft Auto: San Andreas" in urban high school English classrooms. The author positions this decision as the surprising result of an improvisational, urban literacy pedagogy meant to locate and address issues of race and gender in a video game. This article calls for a broader view of textuality that affirms, supports, and celebrates emergent teacher decision making, as well as practices of urban literacy education that broaden the notion of what constitutes a text. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01