Reading the Tulsa Race Massacre: A Study Exploring a White Reader's Shifts in Stance across Genres of Historical Text

Autor/inn/en	Bene, Emma; Robillard, Stephanie M.
Titel	Reading the Tulsa Race Massacre: A Study Exploring a White Reader's Shifts in Stance across Genres of Historical Text
Quelle	In: English Teaching: Practice and Critique, 22 (2023) 4, S.433-446 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1108/ETPC-05-2022-0064
Schlagwörter	Grade 10; High School Students; White Students; Racial Attitudes; Homicide; Violence; African American History; Nonfiction; Critical Reading; Student Attitudes; Discourse Analysis; Literary Genres; Protocol Analysis; Reading Processes; Reader Response; Emotional Response; Personal Narratives; English Instruction; Oklahoma (Tulsa) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rassenfrage; Mord; Gewalt; Non-fiction; Nichtfiktionaler Text; Kritisches Lesen; Schülerverhalten; Diskursanalyse; Literarische Form; Leseprozess; Leserbrief; Emotionales Verhalten; Erlebniserzählung; English langauage lessons; Englischunterricht
Abstract	Purpose: Using a discourse analytic approach, the purpose of this paper is to examine how genre impacts white readers when reading about historic acts of racial violence. Specifically, this study explores one white high school student's stance-taking as she read an informational text and an eyewitness narrative about the Tulsa Race Massacre. Design/methodology/approach: This study used discourse analysis (Gee, 1999) and the think-aloud method (Pressley and Afflerbach, 1996) to explore the white student's interactions with genres of historical texts. The authors coupled iterative coding and memoing with discourse analysis to analyze the stances she adopted while reading. Findings: The findings illustrate that the informational text allowed for a distancing from the racialized violence in the text, whereas the narrative created an opportunity for more connection to those who experienced the violence. Originality/value: While genre and reader response has long been explored in English Education research, little research has examined the impact of genre on reading historical texts. This study demonstrates the influence that genre may have on white readers' emotional responses and stance-taking practices when reading about historic acts of racial violence. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01