"Niggaz Dyin' Don't Make No News": Exploring the Intellectual Work of an African American Urban Adolescent Boy in an After-School Program

Autor/in	Staples, Jeanine M.
Titel	"Niggaz Dyin' Don't Make No News": Exploring the Intellectual Work of an African American Urban Adolescent Boy in an After-School Program
Quelle	In: Educational Action Research, 20 (2012) 1, S.55-73 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2012.647661
Schlagwörter	African American Students; School Activities; Popular Culture; After School Programs; Urban Areas; Teacher Attitudes; Literacy; Race; Gender Differences; Critical Thinking; Academic Ability; Interpersonal Competence; At Risk Students; Reader Text Relationship; Academic Failure; Critical Theory; Discourse Analysis; Learner Engagement; High School Students; Films; Teaching Methods; Males + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Popkultur; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Urban area; Stadtregion; Lehrerverhalten; Alphabetisierung; Schreib- und Lesefähigkeit; Rasse; Abstammung; Geschlechterkonflikt; Kritisches Denken; Interpersonale Kompetenz; Kritische Theorie; Diskursanalyse; High school; High schools; Oberschule; Film; Teaching method; Lehrmethode; Unterrichtsmethode; Male; Männliches Geschlecht
Abstract	In this article, and from the standpoint of an African American woman teacher/researcher, the author explores what happened when one African American adolescent boy known inside of school as a "severely disengaged" student cultivated literacy practices and events of his own volition in an after-school program. The author asks, how does race and gender consciousness intersect one African American urban adolescent boy's engagements with a favored popular culture narrative after school? Race and gender consciousness, in the context of this study, refers to the ways individuals and/or groups publicize, illustrate, critically articulate and/or question race and gender constructs stated or suggested in various texts. The author argues that students' race and gender consciousness speak to and intermingle with intellectual work and literate abilities; further, the author argues that attention to such work and consciousness provides valuable information about the aptitude, sensitivities and motivations of students who are labeled "disengaged" and/or socially "challenged" in multiple contexts. As a result, this research speaks to an international audience because it conveys the processes by which engagements with texts can spur intellectual work by a student placed at risk of academic and social failure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10