Document Type

Article

Source Publication Title

Journal of Language and Literacy Education

First Page

82

Last Page

99

Abstract

Students need more opportunities to learn how to respond to and counter forms of everyday racism. This qualitative study addresses that need by investigating how one peer-led group engaged in dialogue about issues of race in regards to an eleventh-grade Language Arts assignment. A racial literacy perspective framed our analysis of three small group conversations. Findings suggest that dialogue in the small group fostered opportunities for students to engage in the following elements of racial literacy: a) hear and appreciate diverse and unfamiliar experiences; b) facilitate problem-solving with the community; and c) create opportunities to talk about race.Students need more opportunities to learn how to respond to and counter forms of everyday racism. This qualitative study addresses that need by investigating how one peer-led group engaged in dialogue about issues of race in regards to an eleventh-grade Language Arts assignment. A racial literacy perspective framed our analysis of three small group conversations. Findings suggest that dialogue in the small group fostered opportunities for students to engage in the following elements of racial literacy: a) hear and appreciate diverse and unfamiliar experiences; b) facilitate problem-solving with the community; and c) create opportunities to talk about race.

Disciplines

Curriculum and Instruction | Education

Publication Date

1-1-2014

Language

English

Comments

This work is supported by the International Center for Service-Learning in Teacher Education and the SIG-Service-Learning & Experiential Education of the American Educational Research Association (AERA).

Download

Share

COinS