ERIC Number: ED373334
Record Type: RIE
Publication Date: 1994-Mar
Reference Count: N/A
On Seeing Black Literature through Brown and Blue Eyes: Teaching African American Literature in Racially Mixed Classes.
McLaughlin, Margaret A.
Educators at Georgia Southern University began using a whole language approach to developmental literacy instruction by adapting the model David Bartholomae and Anthony Petrosky provide in "Facts, Artifacts, and Counterfacts." Rather than a focus on information retrieval and transfer, whole language curricula encourage students to engage in dialogues with texts to learn more about themselves and others. Each year, the educators have included more African American texts because the African American enrollment at the university doubled over a 5-year period. Students in the developmental studies whole language classes read novels and autobiographies from several cultures and write responses and essays in terms of their individual readings of texts and their personal experiences. One of the most important benefits of using whole books for reading instruction is that students have the opportunity to become sufficiently engrossed in a fictional world that they can identify with situations and characters. The students in whole language classes who read, discuss, and write about African American literature not only have extensive reading, writing, speaking, and listening experiences, but they also share the stories of their own personal experiences. In the process, their imaginations are being enlarged, their lives enriched, and what they learn could contribute significantly to the improvement of society. (RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: African Americans; Georgia Southern University
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (45th, Nashville, TN, March 16-19, 1994).