Abstract

Abstract:

Black and Latinx youth frequently are asked to complete school tasks and activities without much focus on the knowledge and experiences they draw from to make sense of what they are being asked to do. Using culturally sustaining pedagogy as a framework, this work provides a clear example of the interactions, engagement, and learning that unfolded in a 9th grade English Language Arts classroom as broader goals of one lesson emerged through students sharing their lived experiences and concomitant understandings of the social world. This work provides a clear case for how to support the fullness of youths' identities as dynamic beings and provides evidence for how this does not detract from the goals of school activities, In fact, it enriches them and makes them meaningful.

pdf

Additional Information

ISSN
1534-5157
Print ISSN
0018-1498
Pages
pp. 210-227
Launched on MUSE
2019-07-27
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.