ERIC Number: EJ1028063
Record Type: Journal
Publication Date: 2014
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1081-3004
EISSN: N/A
Welcoming Taye: How His English Teacher Embraced an African American Transfer Student in an Affluent Suburb
Hill, K. Dara
Journal of Adolescent & Adult Literacy, v57 n4 p319-328 Dec 2013-Jan 2014
This case study narrative examines the circumstances underlying problems of residency in an affluent Midwest suburb experiencing an unexpected influx of working class African American students. Dilemmas engender a cultural mismatch between teachers and students and discomfort with African-American males. In a controversial climate where students cross the boundary line in search for educational parity, this article examines a culturally responsive grade 7 English teacher who welcomed Taye, an African-American male who enrolled midyear. Examined is how Taye responded to his teacher's use of controversial peer and teacher-led discussion of multicultural curriculum titles. As suburban schools are becoming more racially diverse, this article presents an argument for culturally responsive pedagogy and a need for all teachers to be prepared to teach African-American males.
Descriptors: Case Studies, Suburbs, Working Class, African American Students, Cultural Differences, Males, Gender Issues, Educational Environment, Culturally Relevant Education, Teacher Attitudes, English Teachers, Teacher Behavior, Discussion (Teaching Technique), Multicultural Education, Student Diversity, Teacher Competencies
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A