Description

Book Synopsis
Through research data and conversations among teachers, readers will explore the impact 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 needed to engage African American male students in literacy.

Table of Contents
  • Foreword Elizabeth Birr Moje ix
  • Acknowledgments xi
  • Introduction 1
  • How This Book Is Organized 10
  • How to Use This Book 11
  • PART I: NOTES ON THE STATE OF . . . Detroit . . . Education . . . Race . . . Schooling . . . Literacy . . . Socialization 13
  • . . . on the state of the west side 13
  • 1. His Story: The History of School and Literacy Development of African American Males 15
  • Segregation, Jim Crow, and African American Academic Achievement 20
  • School Desegregation 22
  • The Great Migration 25
  • School Busing 27
  • 2. Hustle and Flow: Student Literacy, Flow, Agency, and Motivation 31
  • Flow Theory 31
  • Learning and Literacy as Social Constructs 32
  • Agency and Identity 39
  • 3. Black Boy Fly: The Black Male Literacy Paradigm as an Instructional Framework 43
  • The Black Male Literacy Paradigm 43
  • Home Versus School Language 45
  • Contextual Understanding 47
  • Culture and Socialization 48
  • Teacher Perceptions 56
  • Power, Agency, and Identity 57
  • Teacher Preparedness 58
  • Summary of the Black Male Literacy Paradigm 59
  • Literacy Assessment Instruments and Literacy Development 60
  • 4. We’ve Got the Power: Culture and Socialization 68
  • Power and Contextual Understanding and the Relationship to Literacy 68
  • The Academic Achievement Gap Versus the Education Debt 70
  • Student Socialization 77
  • 5. You Mean I Can’t Even Be Black in the Hallway?!?: Discourse Communities and the Relationship Between Power, Agency, and Identity 84
  • Student Identities 84
  • Disidentification with School 87
  • Student Social Power and Valuing Students’ Identities in School 92
  • PART II: NOTES ON THE STATE OF . . . Black boys 99
  • educator’s oath 99
  • 6. Where I’m From: Teacher Identities and the Impact on African American Male Students 101
  • Understanding Literacy Through a Sociocultural Paradigm 101
  • Meet the Teacher Participants 103
  • Teacher Identities and the Roles They Play in Building Student Literacy 108
  • 7. A Walk in Their Kicks: Understanding the Literacies of African American Males 117
  • Engaging African American Males in Literacy 117
  • Teachers’ Recognition of the Importance of Students’ Connections to Teachers, School, and Texts 118
  • A Deeper Look at Turmoil: Home-Based and School-Based
  • Adversities That Impact Student Learning Outcomes 142
  • 8. Literacy Is . . . : Looking at Literacy Through a Different Lens 150
  • Teachers’ Expansions of Their Definitions of Literacy 150
  • The Necessity of Teachers’ Use of Evidence-Based Instructional Strategies 157
  • Teachers’ Improved Understandings of Students’ Literacy Practices 158
  • 9. The Choice is Yours: “Giving a Damn” as a Strategy for Improving Student Outcomes 162
  • 10. Are We on Ten Yet?: Reconceptualizing Schools for African American Students 168
  • Teachers’ Recognition of the Importance of and Relationship to Students’ Connections to Teachers, School, and Texts 169
  • Teachers’ Expansions of Their Definitions of Literacy 170
  • Teachers’ Improved Understandings of Students’
  • Literacy Practices 171
  • The Necessity of Teachers’ Use of Evidence-Based Instructional Strategies 172
  • The Education Debt . . . Revisited 172
  • Recommendations 177
  • Implications 178
  • Challenges to This Work 180
  • . . . until we meet again 181
  • Epilogue 184
  • Afterword Jay B. Marks 187
  • References 189
  • Index 197
  • About the Author

A Walk in Their Kicks Literacy Identity and the

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A Paperback by Aaron M. Johnson

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    Publisher: John Wiley & Sons
    Publication Date: 12/14/2018 12:00:00 AM
    ISBN13: 9780807761052, 978-0807761052
    ISBN10: 0807761052
    Also in:
    Age groups: adolescents Educational administration and organization

    Description

    Book Synopsis
    Through research data and conversations among teachers, readers will explore the impact 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 needed to engage African American male students in literacy.

    Table of Contents
    • Foreword Elizabeth Birr Moje ix
    • Acknowledgments xi
    • Introduction 1
    • How This Book Is Organized 10
    • How to Use This Book 11
    • PART I: NOTES ON THE STATE OF . . . Detroit . . . Education . . . Race . . . Schooling . . . Literacy . . . Socialization 13
    • . . . on the state of the west side 13
    • 1. His Story: The History of School and Literacy Development of African American Males 15
    • Segregation, Jim Crow, and African American Academic Achievement 20
    • School Desegregation 22
    • The Great Migration 25
    • School Busing 27
    • 2. Hustle and Flow: Student Literacy, Flow, Agency, and Motivation 31
    • Flow Theory 31
    • Learning and Literacy as Social Constructs 32
    • Agency and Identity 39
    • 3. Black Boy Fly: The Black Male Literacy Paradigm as an Instructional Framework 43
    • The Black Male Literacy Paradigm 43
    • Home Versus School Language 45
    • Contextual Understanding 47
    • Culture and Socialization 48
    • Teacher Perceptions 56
    • Power, Agency, and Identity 57
    • Teacher Preparedness 58
    • Summary of the Black Male Literacy Paradigm 59
    • Literacy Assessment Instruments and Literacy Development 60
    • 4. We’ve Got the Power: Culture and Socialization 68
    • Power and Contextual Understanding and the Relationship to Literacy 68
    • The Academic Achievement Gap Versus the Education Debt 70
    • Student Socialization 77
    • 5. You Mean I Can’t Even Be Black in the Hallway?!?: Discourse Communities and the Relationship Between Power, Agency, and Identity 84
    • Student Identities 84
    • Disidentification with School 87
    • Student Social Power and Valuing Students’ Identities in School 92
    • PART II: NOTES ON THE STATE OF . . . Black boys 99
    • educator’s oath 99
    • 6. Where I’m From: Teacher Identities and the Impact on African American Male Students 101
    • Understanding Literacy Through a Sociocultural Paradigm 101
    • Meet the Teacher Participants 103
    • Teacher Identities and the Roles They Play in Building Student Literacy 108
    • 7. A Walk in Their Kicks: Understanding the Literacies of African American Males 117
    • Engaging African American Males in Literacy 117
    • Teachers’ Recognition of the Importance of Students’ Connections to Teachers, School, and Texts 118
    • A Deeper Look at Turmoil: Home-Based and School-Based
    • Adversities That Impact Student Learning Outcomes 142
    • 8. Literacy Is . . . : Looking at Literacy Through a Different Lens 150
    • Teachers’ Expansions of Their Definitions of Literacy 150
    • The Necessity of Teachers’ Use of Evidence-Based Instructional Strategies 157
    • Teachers’ Improved Understandings of Students’ Literacy Practices 158
    • 9. The Choice is Yours: “Giving a Damn” as a Strategy for Improving Student Outcomes 162
    • 10. Are We on Ten Yet?: Reconceptualizing Schools for African American Students 168
    • Teachers’ Recognition of the Importance of and Relationship to Students’ Connections to Teachers, School, and Texts 169
    • Teachers’ Expansions of Their Definitions of Literacy 170
    • Teachers’ Improved Understandings of Students’
    • Literacy Practices 171
    • The Necessity of Teachers’ Use of Evidence-Based Instructional Strategies 172
    • The Education Debt . . . Revisited 172
    • Recommendations 177
    • Implications 178
    • Challenges to This Work 180
    • . . . until we meet again 181
    • Epilogue 184
    • Afterword Jay B. Marks 187
    • References 189
    • Index 197
    • About the Author

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