The "Wrong" Side of the Divide: Highlighting Race for Equity's Sake

Autor/inn/en	Tichavakunda, Antar A.; Tierney, William G.
Titel	The "Wrong" Side of the Divide: Highlighting Race for Equity's Sake
Quelle	In: Journal of Negro Education, 87 (2018) 2, S.110-124 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.87.2.0110
Schlagwörter	Race; Equal Education; African American Students; Youth; High School Students; Information Technology; Social Media; Internet; Adolescents; Cultural Awareness; Handheld Devices; Telecommunications + Suchen Sie Ihr Suchwort? Rasse; Abstammung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Jugend; Jugendlicher; Jugendalter; High school; High schools; Oberschule; Informationstechnologie; Soziale Medien; Adolescent; Adolescence; Adoleszenz; Cultural identity; Kulturelle Identität; Telekommunikationstechnik
Abstract	With a greater understanding of the educational implications of how Black youth use digital media, scholars and practitioners have the potential to play to students' strengths in developing digital literacy. Based on this systematic review of literature, the authors' argument is two-fold: (a) race and culture are integral to research concerning digital equity and education and (b) the concept of cultural integrity has the potential to highlight how youth's digital practices can translate into digital skills with educational benefits. This knowledge, in turn, has the capability to influence how schools, colleges, and universities use digital and social media. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01