Reading the World of School Literacy: Contextualizing the Experience of a Young African American Male

The experience of the author's son as a literacy learner and an African American illustrates how narrowly school literacy is defined. A reconceptualization of literacy builds on the diverse backgrounds and knowledge of children and acknowledges the role of more than one culture in defining scho...

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Bibliographic Details
Published inHarvard educational review Vol. 65; no. 1; pp. 30 - 49
Main Author Willis, Arlette Ingram
Format Journal Article
LanguageEnglish
Published Cambridge, MA Harvard University 01.04.1995
Harvard University, etc
Harvard Education Press
Subjects
Acculturation
African Americans
Black Culture
Black people
Black Students
Cultural Awareness
Cultural Literacy
Cultural Pluralism
Education
Educational Experience
Educational sciences
Elementary Secondary Education
Essays
Ethnocentrism
Grade 1
Journal Writing
Language Diversity
Life-long education and adult education
Life-long education and employment
Literacy
Literacy Education
Literacy, adults training
Males
School Culture
Willis, Arlette Ingram
Willis, Jake
Writing Attitudes
USA
New York
United States > US
Cultural Pluralism
Sociology of Education
Curriculum
Literacy
Cultural Identity
Migrant
Ethnic Minority
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Summary:The experience of the author's son as a literacy learner and an African American illustrates how narrowly school literacy is defined. A reconceptualization of literacy builds on the diverse backgrounds and knowledge of children and acknowledges the role of more than one culture in defining school literacy. (SK)
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:0017-8055
1943-5045
DOI:10.17763/haer.65.1.22226055362w11p5