Literacy Crisis and Color-Blindness: The Problematic Racial Dynamics of Mid-1970s Language and Literacy Instruction for "High-Risk" Minority Students

Autor/in	Lamos, Steve
Titel	Literacy Crisis and Color-Blindness: The Problematic Racial Dynamics of Mid-1970s Language and Literacy Instruction for "High-Risk" Minority Students
Quelle	In: College Composition and Communication, 61 (2009) 2, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-096X
Schlagwörter	Ideology; Literacy; Minority Groups; Race; At Risk Students; Writing Instruction; Educational History; Black Dialects; Nonstandard Dialects; Educational Objectives; Remedial Instruction; English Instruction; Teaching Methods; Writing (Composition); Program Implementation; Illinois + Suchen Sie Ihr Suchwort? Ideologie; Alphabetisierung; Schreib- und Lesefähigkeit; Ethnische Minderheit; Rasse; Abstammung; Schreibunterricht; History of education; Bildungsgeschichte; Educational objective; Bildungsziel; Erziehungsziel; Förderkurs; English langauage lessons; Englischunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibübung
Abstract	This article argues that mid-1970s discourses of literacy crisis prompted a problematic shift toward color-blind ideologies of language and literacy within both disciplinary and institutional discussions of writing instruction for "high-risk" minority students. It further argues that this shift has continuing import for contemporary antiracist writing instruction. (Contains 15 notes.) (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10