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Critical Literacy as Common Ground: ...

Chen, Crystal.

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Critical Literacy as Common Ground: The Possibilities of African Immigrant Girls in New York City Schools and Community-Based Organizations.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Critical Literacy as Common Ground: The Possibilities of African Immigrant Girls in New York City Schools and Community-Based Organizations./
Author:	Chen, Crystal.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	182 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10276982
ISBN:	9781369794656

Critical Literacy as Common Ground: The Possibilities of African Immigrant Girls in New York City Schools and Community-Based Organizations.
Chen, Crystal.

Critical Literacy as Common Ground: The Possibilities of African Immigrant Girls in New York City Schools and Community-Based Organizations. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 182 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2017.

This 3-year qualitative case study examined how an African feminist community-based organization, Sauti Yetu's Girl's Empowerment and Leadership Initiative (GELI), leads, bolsters, and transforms the literacy development of African immigrant girls who are identified as English Language Learners (ELLs) and Students with Interrupted Formal Education (SIFE) in New York City schools. In particular, the study addressed how community-based literacy practices mobilize African immigrant girls to strengthen and transform their local and global communities. The study drew upon sociocultural and critical perspectives of literacy, community-based practices, ELL/SIFE literature, and recent African immigration/migration especially among adolescent girls, to examine the approaches GELI has implemented to address the academic and social needs of African immigrant girls in public schools that lead to transformative lives and communities. In so doing, the study referred to community-based practices as alternative learning sites and practices for urban multicultural education, and critical literacy as pedagogy that provides the ultimate tool for transformative, revolutionary, and empowering outcomes for youth.

ISBN: 9781369794656Subjects--Topical Terms:

2122756
Reading instruction.

Critical Literacy as Common Ground: The Possibilities of African Immigrant Girls in New York City Schools and Community-Based Organizations.
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245 1 0 $a Critical Literacy as Common Ground: The Possibilities of African Immigrant Girls in New York City Schools and Community-Based Organizations.
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300 $a 182 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Michelle G. Knight-Manuel.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2017.
520 $a This 3-year qualitative case study examined how an African feminist community-based organization, Sauti Yetu's Girl's Empowerment and Leadership Initiative (GELI), leads, bolsters, and transforms the literacy development of African immigrant girls who are identified as English Language Learners (ELLs) and Students with Interrupted Formal Education (SIFE) in New York City schools. In particular, the study addressed how community-based literacy practices mobilize African immigrant girls to strengthen and transform their local and global communities. The study drew upon sociocultural and critical perspectives of literacy, community-based practices, ELL/SIFE literature, and recent African immigration/migration especially among adolescent girls, to examine the approaches GELI has implemented to address the academic and social needs of African immigrant girls in public schools that lead to transformative lives and communities. In so doing, the study referred to community-based practices as alternative learning sites and practices for urban multicultural education, and critical literacy as pedagogy that provides the ultimate tool for transformative, revolutionary, and empowering outcomes for youth.
520 $a Over the course of 3 years, the researcher collected three types of data: written documentation, semi-structured individual and focus group interviews, and program observations. The overarching goals of the research included: (a) identifying how Sauti Yetu's programming activities promoted critical literacy for academic support and to what ends; and (b) examining how Sauti Yetu facilitated social praxis (the development of important social action that involves learning to alter patterns of domination and oppression) in community-based practices (Nieto, 1999). This study is significant because it addresses four critical needs in light of the new wave of African immigration in U.S. schools. The study: (a) contributes to the limited research base on African immigrant girls' engagement with literacy practices in urban communities; (b) explores how community-based organizations address the academic and social needs that schooling institutions currently are unable to meet; (c) offers recommendations for multiple stakeholders (teacher educators, teachers, organizations, and schools) to meet the needs of an increasing but underserved ELL/SIFE population; and (d) argues for the imagined and real possibilities of African immigrant girls to transform their own lives and the lives of local and transnational communities.
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