"In a Position I See Myself in:" (Re)Positioning Identities and Culturally-Responsive Pedagogies

Autor/in	Golden, Noah Asher
Titel	"In a Position I See Myself in:" (Re)Positioning Identities and Culturally-Responsive Pedagogies
Quelle	In: Equity & Excellence in Education, 50 (2017) 4, S.355-367 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2017.1393641
Schlagwörter	Teaching Methods; Culturally Relevant Education; Case Studies; African American Students; Student Attitudes; Urban Schools; Educational Experience; Personal Narratives; Self Concept; Disadvantaged; Teacher Expectations of Students; High School Equivalency Programs; Literacy Education; Teacher Student Relationship; High School Students; Focus Groups; Interviews; New York (New York) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungserfahrung; Erlebniserzählung; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; High school; High schools; Oberschule; Interviewing; Interviewtechnik
Abstract	Culturally-responsive pedagogies require moving beyond blanket assumptions about learners to focus deeply on local meaning-makings. This narrative analysis case study examines the ways a 20-year-old African American man challenges the negative educational identity with which he is forced to contend as he navigates a large and complex urban public school system. The ways in which Jamahl, a seeker of a High School Equivalency, refuses interpellation as an uneducated learner destined to be "nothin'" provides insight as to how formal education might be more responsive to learners' negotiation of deficiency discourses. Embracing agency, specifically through awareness of the ways Jamahl employs (re)positioning practices, this narrative analysis case study highlights paths for researchers and practitioners to tap into learners' resources to recognize and foster powerful learning identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01