A Walk in Their Kicks: Literacy, Identity, and the Schooling of Young Black Males

Autor/in	Johnson, Aaron M.
Titel	A Walk in Their Kicks: Literacy, Identity, and the Schooling of Young Black Males
Quelle	(2018), (224 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8077-6105-2
Schlagwörter	African American Education; African American Students; Males; Student Experience; Culturally Relevant Education; Trauma; Self Concept; Literacy; Racial Bias; Educational History; Lesson Plans; Equal Education; School Segregation; Academic Achievement; School Desegregation; Busing; Student Motivation; Cultural Influences; Socialization; Achievement Gap; Learner Engagement; Student School Relationship; Teacher Role; Teacher Student Relationship; Educational Strategies; Evidence Based Practice + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Studienerfahrung; Selbstkonzept; Alphabetisierung; Schreib- und Lesefähigkeit; Racial discrimination; Rassismus; History of education; Bildungsgeschichte; Lesson planning; Unterrichtsplanung; Schulleistung; Integrative Schule; Schulische Motivation; Cultural influence; Kultureinfluss; Socialisation; Sozialisation; Schüler-Lehrer-Beziehung; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrstrategie
Abstract	This compelling new book provides a deep examination of the experience of African American males in schools. Moving beyond basic notions of culturally relevant instruction, "Walk in Their Kicks" offers new understandings that will assist educators in developing instruction that respects these young men and fosters their participation and success. Through research data and conversations among teachers, readers will explore the impact that trauma has on the lives of African American students, examine how their own identities and perceptions of these students influence their text selections and instruction, and identify the conditions that need to be present to engage African American male students in literacy. Chapters end with "What Teachers Can Do Right Now" and "What Administrators Can Do Right Now," sections that provide easy-to-implement, practical strategies. The author believes that literacy gave him a future as an African American male and, at the same time, recalls school friends who never got that chance. He calls for educators to transform schools into environments that are free of negative assumptions about African American males and provides recommendations for engaging in this work. The book features: (1) A brief history of schooling in the United States, particularly as it relates to African American children; (2) A powerful framework for engaging African American males in school-based literacy; (3) Recommendations to help teachers plan lessons, build equitable classroom environments, and foster positive relationships with all students; and (4) Recommendations to help administrators build school-wide affinity groups, implement and change policy, and plan alongside their teaching staff. [Foreword by Elizabeth Birr Moje. Afterword by Jay B. Marks.] (As Provided).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01