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ERIC Number: EJ1164348
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1066-5684
"In a Position I See Myself in:" (Re)Positioning Identities and Culturally-Responsive Pedagogies
Golden, Noah Asher
Equity & Excellence in Education, v50 n4 p355-367 2017
Culturally-responsive pedagogies require moving beyond blanket assumptions about learners to focus deeply on local meaning-makings. This narrative analysis case study examines the ways a 20-year-old African American man challenges the negative educational identity with which he is forced to contend as he navigates a large and complex urban public school system. The ways in which Jamahl, a seeker of a High School Equivalency, refuses interpellation as an uneducated learner destined to be "nothin'" provides insight as to how formal education might be more responsive to learners' negotiation of deficiency discourses. Embracing agency, specifically through awareness of the ways Jamahl employs (re)positioning practices, this narrative analysis case study highlights paths for researchers and practitioners to tap into learners' resources to recognize and foster powerful learning identities.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High School Equivalency Programs
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A