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1.
ABSTRACT

This article explores the lived realities for young people growing up and learning in a climate of racial discrimination, religious intolerance, misogyny, and xenophobia, and how school-sponsored and school-supported uses of digital media can afford young people opportunities to navigate their experiences of social injustice and resist exclusionary discourses and practices. In a collaborative inquiry into the practices of two youth media producers, we explore how these counternarrative efforts are forms of restorying, in which young people write themselves into existence in ways that can reconfigure school spaces. Framed in Black feminist and critical cosmopolitan perspectives, this article considers how young people use new media tools in school to engage the narrative imagination and build the worlds they want to live in, simultaneously representing the political histories and realities of their everyday worlds and imagining alternative futures. We explore the ways schools can create opportunities for youth to engage in these new media practices that re-author themselves and the institutional spaces they encounter – and how these opportunities are situated within broader intersectional forms of systemic inequity and oppression.  相似文献   

2.
Racially disparate school disciplinary practices create inequitable circumstances for minority and immigrant youth around the world. In the U.S., Black youth are more likely than their White peers to be suspended for minor, non-violent infractions. This study explores (a) whether school cultural socialization practices reported by Black students (N = 544; Mage (SD) = 12.45 (1.57); 49% boys) and teachers (N = 38; 84% female) were linked to a reduced likelihood of receiving suspensions for minor infractions and (b) the extent to which Black students' perceptions of school climate mediated this relation. Results indicated that school cultural socialization was linked to a decreased likelihood of being suspended for a minor infraction and improved school climate perceptions for Black students. Black students’ perception of school climate mediated the link between school cultural socialization and suspensions for minor infractions. These results highlight school cultural socialization as a promising approach for increasing cultural responsivity and equity within schools, reducing racial bias, and expunging unjust disciplinary responses.  相似文献   

3.
《The Educational forum》2012,76(4):497-509
Abstract

This study draws on ethnographic data from a year-long multimodal media production (MMP) course and the experience of an African American female adolescent who used the production of multimodal Hip Hop texts to express her creativity and growing socially conscious view of the world. The study demonstrates how students made meaning multimodally and how media production, in combination with participating in community-based research, provided powerful opportunities for youth to develop new literacies, especially critical media literacies.

[Supplementary materials are available for this article. Go to the publisher's online edition of The Educational Forum for the following free supplemental resources: Figure 1 and Figure 2, which show pictures of Gina and her group, the lyrics to the raps, gestures used with the raps, and other pertinent information.]  相似文献   

4.
Abstract

Popular media shapes societal perceptions and discourse. The growing use of news media in higher education practices (outreach, admissions, and campus communication) have heightened the need for institutional leadership to not only understand the general impact of popular media but also to comprehend students’ representation, as well as the acquisition and dissemination of media content. In this study, authors present a media content analysis of newspaper coverage of the Black Lives Matter (BLM) movement in the well-known periodical, the Chronicle of Higher Education. Ultimately, this study demonstrates (1) organizational leadership can be influenced and disrupted to promote racial justice and (2) the discursive treatment of the BLM in popular media and, and by extension, in the United States’ public imagination. Overall, this study suggests that in situations where institutional policies perpetuate racial inequity, BLM student movements have the capacity to complicate existing discourse about Blackness in higher education and catalyze substantial social change.  相似文献   

5.
Background: Recent research and curriculum reforms have indicated the need for diversifying teaching approaches by drawing upon student interest and engagement in ways which makes learning science meaningful. Purpose: This study examines the integration of informal/free choice learning which occurred during learning experiences outside school (LEOS) with classroom learning using digital technologies. Specifically, the digital technologies comprised a learning management system (LMS), Moodle, which fits well with students’ lived experiences and their digital world. Design and Method: This study examines three out-of-school visits to Informal Science Institutes (ISI) using a digitally integrated fieldtrip inventory (DIFI) Model. Research questions were analysed using thematic approach emerging along with semi-structured interviews, before, during and after the visit, and assessing students’ learning experiences. Data comprised photographs, field notes, and unobtrusive observations of the classroom, wiki postings, student work books and teacher planning diaries. Results: We argue, that pre- and post-visit planning using the DIFI Model is more likely to engage learners, and the use of a digital learning platform was even more likely to encourage collaborative learning. The conclusion can also be drawn that students’ level of motivation for collaborative learning positively correlates with their improvement in academic achievement.  相似文献   

6.
ABSTRACT

The one-drop rule refers to the process of being racialized Black when someone contains any amount of Black ancestry, i.e. one drop of Black blood. In this article, I use what I call ‘the new one-drop rule’ to explain how even the smallest presence of white discourse can disrupt racial equity work in schools. Based on a critical race study in a racially desegregated elementary school, I illustrate how one drop of white discourse from even one less racially literate white teacher can cause usually more racially literate white teachers to support white supremacy. I also share how collaborative research utilizing critical race theory (CRT) can help schools build greater racial literacy and resist white discourse. I argue that critical research on race with in-service teachers should not forefront the consciousness-raising of resistant white teachers but rather center the wants, needs, and racial knowledge of racially literate teachers and especially teachers of color.  相似文献   

7.
Signithia Fordham’s theory of “racelessness” purports that while interacting with teachers, administrators, and peers in the school setting, academically successful Blacks must suppress the racial identities of their home worlds to secure and maintain the label of high achiever. My objectives were to examine how young Black women navigate between racially homogenous public schools in their neighborhoods to a racially integrated setting, and to highlight their involvement in work groups and social clubs as a way of expressing their racial identity and burgeoning womanhood. This study used interviews and questionnaire data gathered from a cohort of high-achieving young Black women in a highly selective honors high school to dispute Fordham’s theory, and to examine the various strategies that these women use to become and remain academically successful. This study revealed that through social club participation these female students are not raceless, and consciously identify as Black, and develop and demonstrate versions of Black womanhood that allow them to negotiate diversity. Implications for promoting racial integration, the development of Black identity, and the academic success of Black female students are provided.  相似文献   

8.
Abstract

This study examined the effect of school organizational structure on interracial friendships among middle school students. Students evaluated a white friend and a black friend on a modified semantic differential scale and reported the number of their other-race friends. Responses of students in two team-structured schools were contrasted to those of students in three traditionally structured schools. Multivariate analysis revealed that the organization of a school affects number of other-race friends and that whites with even "some" black friends are more positive in their perceptions of blacks than are those who report having "almost no" black friends. Variations in the nature and extent of contact between white and black students in schools does affect the racial attitudes of whites. Black students rated white and black friends the same regardless of the organizational structure of the school.  相似文献   

9.
ABSTRACT

How are teachers who identify as “digital literacy trailblazers’ exploring and experimenting with digital tools in their English classrooms? Based on a study of English teaching with digital tools, this paper draws on the case of one secondary school teacher and her year 9 class as they read Diary of a Young Girl (Anne Frank) and engage with three digital applications in their learning about historical context, literary language and narrative voice. The case is presented in order to discuss digital literacy practices in the context of English curriculum and pedagogy.  相似文献   

10.
Davis  Shadonna 《The Urban Review》2020,52(2):215-237

In this article, the author reports findings from a youth participatory action research (YPAR) project, aimed to engage a group of Black girls from a low-income urban high school in a social justice project. The YPAR project conducted during the 2015 and 2016 academic year focused on a critical examination of the high school educational pathway to specialized fields, such as STEM careers. Findings from phase one of the project show Black girls know race and class affects their educational experiences. However, they know little about racial and gender disparities along STEM educational pathways. In fact, when given an opportunity to engage in a critical examination of school-based issues, these girls initially reified negative racial stereotypes to explain social and educational injustices. The findings reveal how school and culture intersect and affect urban Black girls’ school experiences, perception of educational and specialized career pathways, and their racial identity development.

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11.
ABSTRACT

This article explores the use of critical and post-critical pedagogies in a rural Australian high school for the purposes of unsettling life-limiting gender beliefs and practices. The paper problematises two examples whereby site-specific knowledges, curriculum dictates, media texts and critical pedagogies were enmeshed to create politically charged spaces for re-seeing, re-thinking and re-doing gender. The first example involves a unit of work in which students were required to critically analyse and evaluate a well-known Australian documentary film for the particular version of hypermasculinity that it was valorising. The second example involves the collaborative critiquing of a well-known local text. At the conclusion of the paper, I turn a critically reflexive eye upon myself as a way of considering the ethics and issues for educators of challenging power asymmetries from ‘the inside’. It is at this point that I discover it is possibly I who have been disrupted most of all.  相似文献   

12.
The technology education movement includes the introduction and application of digital books into science classrooms. These digital books are attractive alternatives to traditional texts because they can be customized for students. This qualitative study examined 35 students as they customized their own digital books. Using a variety of digital photos and videos, each student was asked to drag and drop images into their text. The students were provided with a variety of digital photos and videos to use to customize their books. The images were identical except for the racial cues of the characters. We used content analysis of students' selections and interviews of students (N = 35). We discovered that cues about racial authenticity served as the primary motivation for students selecting particular images. As students were given options, they consistently chose images that reflected their racial, gender, and linguistic identities. The results of this study indicate the need to recognize how racial cues can help students draw deeper connections to digital media if those cues are culturally authentic. This implies that culturally authentic racial cues would spawn deeper engagement for students.  相似文献   

13.
While digital multimodal composing, underpinned by a critical literacies approach, provides opportunities for students to make informed semiotic choices and voice concerns about social issues, there is limited research exploring how digital multimodal composing is employed to interrogate and challenge the entanglements of language, immigration status and power. This article explores how 23 primary-aged English as an Additional Language (EAL) students (Years 3–6) engaged in digital multimodal composing, in the context of an after-school multiliteracies programme in one Australian school. Conceptualising critical literacies as a bridge to access and transform codes of power, the article explores how the participating students selected and used different semiotic resources for their digital texts while challenging and redefining dominant discourses based on their lived experiences and interests. The study found that both students and pre-service teachers found value in students having access to digital technologies and experimenting with a range of multimodal and multilingual resources to create digital texts, which reflected cultural and linguistic identities. The findings illustrate how the creation of digital multimodal and multilingual texts allows for opportunities for students to reposition themselves as knowledgeable and active meaning-makers with strategic support from teachers and peers.  相似文献   

14.
Abstract

In this study, we sought to understand how Black lives matter (BLM) epistemology, as displayed through six months of social media content from official accounts, can inform a racially liberatory pedagogy in higher education for Black and other racially minoritized students. We found BLM, through Facebook and Twitter, situated intersectional Black culture in the contemporary struggle for liberation. BLM also offered information that can raise its followers’ intersectional critical consciousness. Additionally, BLM content highlighted actions that can support Black liberation. Lastly, BLM content supported the building of relationships and naming of emotions as Black people work toward their liberation. In this sense, BLM connected with elements of a racially liberatory pedagogy and offered nuances that advanced the framework. We discuss the implications of this framework for teaching in higher education.  相似文献   

15.
Abstract

The sociopolitical conditions in which Black queer college men exist in often marginalize them from fully participating in and engaging with the entire campus community. Some researchers suggest that Black queer men (BQM) create counterspaces on-campus to contend with their marginalization as racial, gender, and sexual minorities. This study explores the collegiate experiences of BQM who forged community and strong interpersonal relationships through a peer-support group. Using intersectionality and queer theoretical frameworks, this study interrogates heteronormativity, cisnormativity, and racism that BQM experiences within postsecondary settings.  相似文献   

16.
《The Educational forum》2012,76(4):430-433
Abstract

This article shares findings from a year-long study about social practices of high school youth with mobile devices during school time. In particular, this study found that students see their school time as fluidly social and academic. Educators and policy-makers need to carefully consider these social practices when preparing 21st century youth for engaging with technology in responsible and meaningful ways beyond their time in school.  相似文献   

17.
Abstract

The role of educational technology as media is rapidly expanding. When placed directly into the hands of students, digital video, in particular, has the potential to transform schooling. In this case study, members of the Naptown Prodigy, an after school club, produced music videos and iMovies of streetball performances. The club's advisor, an urban middle school English teacher, participated in the PT3 Vanguard program, a university—public school staff development collaboration. The teacher's access to technology through the Vanguard program enabled her students to use digital video as both a construction and expression medium. This project provides a unique and promising example of the ways in which teachers can use digital video to foster representational literacy among inner‐city youth.  相似文献   

18.
This study explores the ways in which school-imposed labeling in a “no-excuses” charter school that was explicitly designed for the purpose of benefiting Black students, impacts teachers’ perceptions of Black male students who were labeled as being high risk or struggling academically, and how these students perceive their own schooling experiences. A conceptual framework with the history of how and why Black masculinity is constructed as deviant and different in the context of U.S. schools, as well as the impact of labeling on Black male students’ learning and self-esteem are detailed. While centering the labeled-students’ experiences, we examine the interactions between key stakeholders (i.e., labeled-students, teachers/administrators, and non-labeled students) at the charter school and overall the findings speak clearly to how language of deficit and pathology impacted Black male students’ schooling experiences as they negotiate racial stigma as racialized bodies at a “no-excuses” public charter school.  相似文献   

19.
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20.
Abstract

The reduction of racial prejudice is an important challenge of intercultural education. Thus, the aim of this study was to analyze racial prejudice, as well as the different profiles and the possible educational implications in secondary school students. A total of 327 third form students completed the scales of blatant and subtle prejudice and also a scale of emotions towards North Africans. The results showed significant levels of subtle prejudice and four profiles of racial prejudice, with a low number of students showing equalitarian tendencies. A multivariate analysis showed significant differences in prejudice depending on social distance as well as the academic level of the participants’ families. Finally, we discuss the results from the perspective of intercultural education and we suggest some lines of intervention in order to promote the integration of students from different cultures.  相似文献   

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