Textual Tactics of Identification

Gómez, Mary Louise; Stone, Jennifer; Hobbel, Nikola

doi:10.1525/aeq.2004.35.4.391

Cited by 9 publications

(25 citation statements)

References 9 publications

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“…A broad range of scholarship associates the achievement of urban and ethnic minority students with pedagogies that provide strategies for resisting and critiquing dominant and oppressive forces (Gomez et al 2004). Whereas this scholarship typically recommends such practices in a content-neutral manner, this study suggests that the methods and content of LRE closely match these practices and goals.…”

Section: Expanding Culturally Responsive Teaching To Include Lrementioning

confidence: 85%

“…Unfortunately, such experiences are rare for many students of color. Routes to academic achievement are surprisingly limited within U.S. education (Gomez et al 2004) and schools frequently value some cultural backgrounds over others (Nieto 1999). "The types of behaviors that are rewarded in schools are fairly narrowly circumscribed, and they are defined by the White majority" (Pollard 1989:307).…”

Section: Reciprocal Processesmentioning

confidence: 99%

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Law and Society in Seattle: Law‐Related Education as Culturally Responsive Teaching

VanderStaay

2007

Anthropology & Edu Quarterly

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In this article, I provide a portrait (Sara Lawrence-Lightfoot and Jessica Hoffman Davis 1997) of a renowned law-related education (LRE) program, its teacher, and four of its studentparticipants. Following the portrait, I discuss theoretical explanations for the success of ethnicminority students in this and other LRE programs. These explanations include the nature of law as a difficult subject, the many convergences between culturally responsive teaching and LRE, and the relation of the content and methods of LRE to the cultural capital, interests, backgrounds, and ethnic identities of the students. I conclude with a discussion of the reciprocal nature of these processes, research on white teachers who are successful in multicultural contexts, the importance of challenging, accelerated classes, and an argument for expanding research on culturally responsive teaching and the achievement of students of color to include attention to the methods and materials of LRE. [resilience, academic achievement, portraiture, culturally responsive teaching, urban and ethnic-minority students]A growing body of educational research addresses the academic achievement of ethnic-minority students and the teaching styles and practices that support it (e.g., Caldwell and Siwatu 2003;Lipka et al. 2005;Nieto 1999). Grounded in this orientation and drawn from a larger ethnographic study, I provide in this article a "portrait" (Lawrence-Lightfoot and Davis 1997) of an urban law and society program, its teacher, and four of its student-participants. Our purpose in painting this portrait is twofold. First, I provide one model of what good teaching looks like in an urban, multicultural setting. Second, I expand research on culturally responsive (or relevant) teaching (e.g., Gay 2000; Ladson-Billings 1994, 1995 and the achievement of students of color (e.g., Flores-González 1999;Perry et al. 2003) to include the content and classroom practices of law-related education (LRE). Linking these goals, I braid the portrait with conceptual theorizing, suggesting lines of reasoning and research that may account for the success of students in this program. These include the nature of law as a challenging, high-interest subject, its culturally diverse content (Gay 2000), and the interests, abilities, and background knowledge that urban students of color bring to such courses. The article concludes with a discussion of the accumulative and reciprocal nature of these processes, the modeling of high academic standards and caring, scholarship on white teachers who are successful with students of color, and the place of LRE in research on culturally responsive teaching. MethodologyOne of several methodological innovations to celebrate the literary elements of ethnography (e.g., Geertz 1973), portraiture began as the metaphor Sarah Lawrence-Lightfoot used to describe the data-analysis and composing processes in her 1983 book, The Good High School. Seeking to document the "mix of ingredients" and the "institutional character and culture" (Lawrence-Lightfoot 20...

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Section: Expanding Culturally Responsive Teaching To Include Lrementioning

confidence: 85%

Section: Reciprocal Processesmentioning

confidence: 99%

Law and Society in Seattle: Law‐Related Education as Culturally Responsive Teaching

VanderStaay

2007

Anthropology & Edu Quarterly

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“…Despite being placed in RICs, youth rarely described themselves holistically as "bad" readers or writers. Rather, in the 17 (out of 21 total) studies where students talked about themselves in relation to reading, most students articulated a detailed awareness of their own literacy practices and abilities, including the conditions under which they were more or less capable and engaged (Cantrell & Rintamaa, 2020;Cantrell et al, 2017;Frankel, 2016;Gerber et al, 2014;Ginsberg, 2020;Goering & Baker, 2010;Gomez et al, 2004;Greenleaf et al, 2001;Harmon et al, 2016;Learned, 2016;Masterson, 2020;O'Brien et al, 2007;Paterson & Elliott, 2006;Sarroub & Pernicek, 2014;Skerrett, 2012;Wexler et al, 2015;Wissman et al, 2012). For example, a student in Cantrell et al's (2017) study discussed the interconnections between his feelings of self-efficacy as a reader, engagement, and the context of instruction:…”

Section: Students' Identities and Prior Experiences As Literacy Learnersmentioning

confidence: 99%

A Meta-Synthesis of Qualitative Research on Reading Intervention Classes in Secondary Schools

Frankel

Brooks

Learned

2021

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: In the past two decades there have been at least 10 quantitative reviews, syntheses, or meta-analyses focused on literacy interventions in secondary schools. To date, much of this research has focused on quantifiable outcomes such as reading test scores, and few efforts have been made to synthesize studies of adolescent literacy interventions that attend to how students themselves experience those interventions and what mediates their experiences, which previous adolescent literacy research suggests should be considered alongside other outcomes. Purpose/Objective/Research Question/Focus of Study: This meta-synthesis of qualitative research highlights additional factors that are overlooked when evidence of effectiveness is defined predominantly through assessment outcomes. It contributes insights from two decades of research on reading intervention classes (RICs), which are a long-standing approach to adolescent literacy intervention. We define RICs as compulsory, yearlong courses that supplement content-area classes with the goal of improving adolescents’ reading. Grounded in sociocultural theories of literacy and learning, our research question was: How do students experience and perceive RICs? Research Design: We conducted a qualitative meta-synthesis of 21 studies published between 2000 and 2020 that (1) focused on secondary (grades 6–12) RICs in the United States and (2) included data related to students’ experiences and perspectives. Data Collection and Analysis: We followed best practices in qualitative meta-synthesis, including assembling an author team composed of researchers with expertise in RICs, identifying a research meta-question, conducting a comprehensive search, selecting and appraising relevant studies, and coding and presenting findings using qualitative techniques. Findings/Results: We found that youth’s own diverse understandings of themselves as readers and writers, combined with the extent to which they viewed their RICs as relevant, agentive, and facilitative of relationships, mediated students’ experiences and perceptions of their RICs. In addition, students across studies described placement policies and practices as confusing, frustrating, and embarrassing. Conclusions/Recommendations: By providing a perspective that extends beyond test scores, the findings highlight some of the consequences of intervention placement policies and practices for adolescents. They also address the need for educational stakeholders to expand definitions of what counts as evidence of effectiveness to inform the future development of re-mediated literacy learning opportunities for adolescents that (1) rethink curriculum and instruction to affirm students’ literacy identities, histories, and capacities, and (2) reposition youth as literacy knowers and doers.

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“…Individuals are capable of asserting their agency through acts of resistance and even subversion. Viewed from Gee's identity framework, such situations involve the Affinity identities working against Institutional identities (Gomez, Stone and Hobbel 2004). While identities are influenced by contextual factors via de Certeau's strategies, there remains the real possibility of the individual asserting a contrasting identity in which their tactics seek to undo or remake their identities.…”

Section: Framing the Development Of Teachersmentioning

confidence: 99%

Counterstories from White mainstream preservice teachers: resisting the master narrative of deficit by default

Settlage

2011

Cult Stud of Sci Educ

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The desire to extinguish deficit thinking within education majors is laudable. However, there are indications that many teacher educators harbor deficit perspectives about the preservice teachers, presuming that their lack of exposure to economically, ethnically and linguistically diverse settings renders them deficient as future educators. This project began with the premise that counternarratives generated by typically mainstream education majors might reveal a more complex and a less caricatured representation. In collaboration with his own preservice teachers, the author uncovered shifting identities that indicate that mainstream future teachers do not fit the ''damaged goods'' label that ardent multiculturalists might be tempted to impose. In the end, the practice of essentializing education majors because of their perceived deficiencies born of privilege are inaccurate and unproductive. Resumen traducido por Angela López-VelásquezEn este estudio investigué los cambios en las perspectivas de un grupo de mujeres jóvenes angloamericanas matriculadas en un programa de formación de maestros mientras éstas confrontaron la realidad de enseñar ciencias en contextos con presencia de diversidad cultural y lingüística. Las cinco participantes tomaron un curso de posgrado acerca de la enseñanza de ciencias a nivel de escuela primaria, del cual yo fui el instructor. Mi objetivo principal con este curso fue ayudar a las estudiantes a superar su visión de déficit de los niños de grupos culturales minoritarios. Cuando los maestros se apoyan en una visión de déficit, el resultado es una interpretación de las diferencias étnicas, lingüísticas, culturales, raciales y de posición social como representaciones de fallas, deficiencias o incompetencias. Por defecto, estas interpretaciones ubican a los niños en la mente del maestro como destinados al fracaso escolar. De manera similar y por mi parte, yo tuve que esforzarme para no ver a mis estudiantes como poseedoras de déficits. Aunque mis estudiantes anglo americanas, de

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Textual Tactics of Identification

Cited by 9 publications

References 9 publications

Law and Society in Seattle: Law‐Related Education as Culturally Responsive Teaching

Law and Society in Seattle: Law‐Related Education as Culturally Responsive Teaching

A Meta-Synthesis of Qualitative Research on Reading Intervention Classes in Secondary Schools

Counterstories from White mainstream preservice teachers: resisting the master narrative of deficit by default

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