Cultivating Digital and Popular Literacies as Empowering and Emancipatory Acts among Urban Youth

Autor/inn/en	Haddix, Marcelle; Sealey-Ruiz, Yolanda
Titel	Cultivating Digital and Popular Literacies as Empowering and Emancipatory Acts among Urban Youth
Quelle	In: Journal of Adolescent & Adult Literacy, 56 (2012) 3, S.189-192 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/JAAL.00126
Schlagwörter	Popular Culture; Males; Urban Youth; Educational Practices; Empowerment; Technology Uses in Education; Mass Media Effects; Mass Media Role; Classroom Techniques; Culturally Relevant Education; African American Students; Hispanic American Students; Critical Theory; Youth Opportunities + Suchen Sie Ihr Suchwort? Popkultur; Male; Männliches Geschlecht; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Bildungspraxis; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Klassenführung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Kritische Theorie
Abstract	In this article, the authors discuss the potential for emancipatory pedagogies, which include practices like the use of digital tools and popular culture, to undo deficit constructions of Black and Latino males and their literacy practices. They discuss why such practices are not more readily available and visible in traditional urban school settings but how their use of digital tools and popular culture with urban Black and Latino males happens in "alternative" settings and outside official school contexts. The authors challenge the criminalization and policing of digital and popular literacies among Black and Latino males in urban school settings and reflect on the ways that they have witnessed emancipation and empowerment when these male students were not only allowed but "free" to engage in such practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10