Why Is It so Hard to Reconcile Disciplinary Literacy and Antiracism? Informational Texts and Middle Grades English Language Arts

Autor/inn/en	Alston, Chandra L.; Byrne Bausell, Sarah
Titel	Why Is It so Hard to Reconcile Disciplinary Literacy and Antiracism? Informational Texts and Middle Grades English Language Arts
Quelle	In: English Teaching: Practice and Critique, 21 (2022) 1, S.16-28 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1108/ETPC-06-2021-0062
Schlagwörter	Racism; Teaching Methods; Faculty Development; Teacher Attitudes; English Teachers; Reading Material Selection; Middle School Students; Teacher Student Relationship; Distance Education; Reading Skills; Equal Education; Language Arts; English Instruction; Race; Group Discussion; School Districts; Childrens Literature; Activism; Adolescent Literature; Speeches; Civil Rights + Suchen Sie Ihr Suchwort? Rassismus; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Distance study; Distance learning; Fernunterricht; Reading skill; Lesefertigkeit; Sprachkultur; English langauage lessons; Rasse; Abstammung; Gruppendiskussion; School district; Schulbezirk; 'Children''s literature'; Kinderliteratur; Aktivismus; Politischer Protest; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Bürgerrechte; Grundrechte; Zivilrecht
Abstract	Purpose: This study aims to understand the supports and challenges to using disciplinary and antiracism lenses when teaching with informational texts in middle grades English Language Arts (ELA) classrooms. Design/methodology/approach: This paper analyzes teacher talk in four virtual sessions with four middle grades ELA teachers in one school district. Teachers had recently completed a voluntary, school-based antiracism professional development. Researchers used thematic analysis of session transcripts and semi-structured interviews. Findings: Teachers' informational text use was nested in and directed by curriculum and contexts that limited disciplinary and antiracist teaching. The context and texts constrained instruction to basic reading skills. Equity was conceptualized as supporting students' persistence. Discussions of race were avoided. Research limitations/implications: This study has implications for ELA teacher preparation, and district and state resources to support merging disciplinarity and antiracism in informational text instruction in ELA. The study is limited by the small sample from one district and access to only teacher self-reports. Originality/value: Secondary ELA disciplinary literacy has privileged literature, yet there is an increase of informational text use in middle grades ELA. Teachers need support teaching informational texts through disciplinary and antiracism lenses. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01