Digital Storytelling of Two "Underperforming" and "Misbehaving" Boys of Color in a 2nd-Grade Classroom

Autor/inn/en	Yuan, Ting; Grant, Rachel
Titel	Digital Storytelling of Two "Underperforming" and "Misbehaving" Boys of Color in a 2nd-Grade Classroom
Quelle	In: Journal of Research in Childhood Education, 37 (2023) 3, S.366-386 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yuan, Ting)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2023.2212289
Schlagwörter	Males; Behavior Problems; Minority Group Students; Grade 1; Grade 2; Elementary School Students; Low Income Students; Critical Race Theory; Intersectionality; Racism; Sociolinguistics; Language Attitudes; Digital Literacy; Multiple Literacies; Creativity; Inclusion; Equal Education; One Parent Family; Discipline; Racial Differences; Literacy Education; Teaching Methods; Urban Schools; Story Telling; Underachievement; Comparative Analysis; Chinese Americans; African American Students; Asian American Students; New York (New York) + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Rassismus; Soziolinguistik; Sprachverhalten; Kreativität; Inklusion; Single parent family; Ein-Eltern-Familie; Disziplin; Rassenunterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Performance deficiency; Leistungsschwäche; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin
Abstract	Disparities in school discipline data indicate that children of color, particularly boys, receive more frequent and harsher disciplinary actions than their white peers, and this begins in early schooling. Within today's print-centered, bodily restricted school curricula, literacy instruction is often reduced to highly controlled, leveled readers and narrowly tailored writing tasks. Drawing on data from a qualitative study, we present the literary counter-stories of two boys of color in an urban 2nd-grade classroom, both from low-income, single-parent families, each being initially reported as "low performing" and having "misbehavior issues" prior to 2nd grade. Framed by the critical theoretical perspectives of critical race theory, intersectionality, and raciolinguistics, the study investigates digital literacies, multimodality, and identity performances embedded in two juxtaposed cases. The findings address the significance of cultivating boys of color as artistic individuals and providing meaningful, multimodal "writing" opportunities to promote creativity, inclusivity, and educational equity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01