東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Competing Stories of School and Comm...

DeLuca, Kelly Mershon.

Linked to FindBook

Google Book

Amazon

博客來

Competing Stories of School and Community "Improvement": Youth of Color's Critical Literacies and Storytelling Practices in a High School Writing Class.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Competing Stories of School and Community "Improvement": Youth of Color's Critical Literacies and Storytelling Practices in a High School Writing Class./
Author:	DeLuca, Kelly Mershon.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	273 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13885861
ISBN:	9781392226513

Competing Stories of School and Community "Improvement": Youth of Color's Critical Literacies and Storytelling Practices in a High School Writing Class.
DeLuca, Kelly Mershon.

Competing Stories of School and Community "Improvement": Youth of Color's Critical Literacies and Storytelling Practices in a High School Writing Class. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 273 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2019.

This item must not be sold to any third party vendors.

This practitioner research study uses qualitative data collection and analysis methods to explore student engagement with critical and multimodal literacy curriculum in the context of a writing course focused on storytelling. This research addresses the issue of deficit framing in schools serving Youths of Color and the negative characterizations that lead to assumptions about their learning capability based upon their racialized identity. As a result of these deficit discourses, Youths of Color are often positioned as at risk by educators, an assumption which often results in schools that lack intellectually robust and culturally relevant learning opportunities.In an effort to surface and disrupt deficit discourses, I looked to literacy theories such as critical, multimodal, and community literacies, which seek to expand the literacies valued in schools serving youth of color. To frame my inquiry, I asked:(1) What are students' perspectives and inquiries regarding race, class, gender, and other social framings, and how do these change over time? and (2) How does this research inform my growing understanding of what it means to teach well? Over the course of one school year, I engaged with a group of 10 students in a school labeled as "in need of improvement" in a critically focused, multimodal storytelling curriculum designed to allow student interest and engagement with social issues as a guide for planning learning experiences.By collecting and analyzing student artifacts, discussion transcripts, interview data, and correspondence surrounding critical incidents over the course of the school year, I found that students used storytelling practices to critique social issues in both the surrounding city and the school community, displaying a plethora of Community Cultural Wealth which disrupts assumptions about Youths of Color. Despite this evidence of student Cultural Wealth, I found that the school culture was not a Culturally Sustaining atmosphere due to the over-reliance on compliance to district reform plans strictly aligned to discourses of standardization and accountability. These findings bridge the theory practice gap to help inform administrators, educators, and researchers alike by displaying the extensive daily effects societal education discourses have on students' day-to-day educational experiences.

ISBN: 9781392226513Subjects--Topical Terms:

532624
Language arts.

Competing Stories of School and Community "Improvement": Youth of Color's Critical Literacies and Storytelling Practices in a High School Writing Class.
LDR:03541nmm a2200337 4500 001 2209094
005 20191025102650.5
008 201008s2019 ||||||||||||||||| ||eng d
020 $a 9781392226513
035 $a (MiAaPQ)AAI13885861
035 $a (MiAaPQ)tc.columbia:10956
035 $a AAI13885861
040 $a MiAaPQ $c MiAaPQ
100 1 $a DeLuca, Kelly Mershon. $3 3436176
245 1 0 $a Competing Stories of School and Community "Improvement": Youth of Color's Critical Literacies and Storytelling Practices in a High School Writing Class.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 273 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Ghiso, Maria Paula.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a This practitioner research study uses qualitative data collection and analysis methods to explore student engagement with critical and multimodal literacy curriculum in the context of a writing course focused on storytelling. This research addresses the issue of deficit framing in schools serving Youths of Color and the negative characterizations that lead to assumptions about their learning capability based upon their racialized identity. As a result of these deficit discourses, Youths of Color are often positioned as at risk by educators, an assumption which often results in schools that lack intellectually robust and culturally relevant learning opportunities.In an effort to surface and disrupt deficit discourses, I looked to literacy theories such as critical, multimodal, and community literacies, which seek to expand the literacies valued in schools serving youth of color. To frame my inquiry, I asked:(1) What are students' perspectives and inquiries regarding race, class, gender, and other social framings, and how do these change over time? and (2) How does this research inform my growing understanding of what it means to teach well? Over the course of one school year, I engaged with a group of 10 students in a school labeled as "in need of improvement" in a critically focused, multimodal storytelling curriculum designed to allow student interest and engagement with social issues as a guide for planning learning experiences.By collecting and analyzing student artifacts, discussion transcripts, interview data, and correspondence surrounding critical incidents over the course of the school year, I found that students used storytelling practices to critique social issues in both the surrounding city and the school community, displaying a plethora of Community Cultural Wealth which disrupts assumptions about Youths of Color. Despite this evidence of student Cultural Wealth, I found that the school culture was not a Culturally Sustaining atmosphere due to the over-reliance on compliance to district reform plans strictly aligned to discourses of standardization and accountability. These findings bridge the theory practice gap to help inform administrators, educators, and researchers alike by displaying the extensive daily effects societal education discourses have on students' day-to-day educational experiences.
590 $a School code: 0055.
650 4 $a Language arts. $3 532624
650 4 $a Reading instruction. $3 2122756
650 4 $a Curriculum development. $3 684418
690 $a 0279
690 $a 0535
690 $a 0727
710 2 $a Teachers College, Columbia University. $b Curriculum and Teaching. $3 2094400
773 0 $t Dissertations Abstracts International $g 80-12A.
790 $a 0055
791 $a Ed.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13885861