"Being Black Is Like Being a Soldier in Iraq": Metaphorical Expressions of Blackness in an Urban Community

Autor/in	Woodson, Ashley N.
Titel	"Being Black Is Like Being a Soldier in Iraq": Metaphorical Expressions of Blackness in an Urban Community
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 30 (2017) 2, S.161-174 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Woodson, Ashley N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2016.1243269
Schlagwörter	Racial Identification; Racial Attitudes; Adolescent Attitudes; Low Income Groups; Figurative Language; Urban Youth; Vignettes; Urban Education; Critical Theory; Race; African American Students; Qualitative Research; Focus Groups; Workshops; Interviews; Observation + Suchen Sie Ihr Suchwort? Rassenfrage; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Stadtteilbezogenes Lernen; Kritische Theorie; Rasse; Abstammung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Qualitative Forschung; Lernwerkstatt; Schulung; Interviewing; Interviewtechnik; Beobachtung
Abstract	Metaphor and metaphorical expressions are phenomenon of interest in teacher education research, critical race literature, and research on black communicative practices. Only marginal concerted attention has been paid to students' metaphorical expressions, and what these expressions might tell us about students' racial identities and lived experiences. This study explores the metaphorical language that nine black youth used to describe what it means to be black in their social and political context. Data collected through the metaphor elicitation prompt, "Being black is like …," is presented to probe participants' understandings of race, racial identity, and urban society. Conclusions indicate that abstract or indirect conversations about race may provide teachers and other hearers of students' metaphors a greater understanding of and empathy toward students' needs, experiences, and identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01