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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2017
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ1125480 |
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| _version_ | 1867181866949279744 |
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| author | Kumasi, Kafi D. Hughes-Hassell, Sandra |
| author_facet | Kumasi, Kafi D. Hughes-Hassell, Sandra Kumasi, Kafi D. Hughes-Hassell, Sandra |
| collection | Education Resources Information Center |
| contents | Shifting Lenses on Youth Literacy and Identity Kumasi, Kafi D. Hughes-Hassell, Sandra Urban Schools Youth Literacy At Risk Persons Minority Group Students Racial Differences Racial Bias Educational Quality Identification (Psychology) Language Minorities Language of Instruction Expectation Librarians School Libraries Student Diversity Disproportionate Representation Historically, the canary served to warn coal miners of the presence of dangerous gases. When the canary stopped singing or was found dead, the miners knew a serious problem required immediate attention. Like canaries, racialized youth in inner city schools are a litmus test for the health of the entire educational system in the United States. They are the indicators of how well educators and concerned citizens are providing quality education for future generations. Thus, the struggles of racialized youth should be viewed as warnings that there is something wrong with the institutions that are not equipped to properly prepare them for the future. A fresh look at these students then is especially important for school librarians whose decision making power and interactions with children and young adults in and out of library spaces can shape the trajectory of their literate lives in significant ways. This article offers a diverse set of lenses for looking at issues of literacy and and identity among racialized youth. Shifting the gaze beyond the concepts of risk and failure, the authors challenge school librarians to adapt more-constructive lenses that change how educators see and support the literacy and identity needs of marginalized youth. The article then offers a set of eight guiding principles that reflect multiple lenses for understanding and addressing the literacy and identity development of youth from historically underrepresented racial groups. |
| format | Recurso educativo Open Access |
| id | eric_EJ1125480 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2017 |
| record_format | eric |
| spellingShingle | Shifting Lenses on Youth Literacy and Identity Kumasi, Kafi D. Hughes-Hassell, Sandra Urban Schools Youth Literacy At Risk Persons Minority Group Students Racial Differences Racial Bias Educational Quality Identification (Psychology) Language Minorities Language of Instruction Expectation Librarians School Libraries Student Diversity Disproportionate Representation Shifting Lenses on Youth Literacy and Identity Kumasi, Kafi D. Hughes-Hassell, Sandra Urban Schools Youth Literacy At Risk Persons Minority Group Students Racial Differences Racial Bias Educational Quality Identification (Psychology) Language Minorities Language of Instruction Expectation Librarians School Libraries Student Diversity Disproportionate Representation Historically, the canary served to warn coal miners of the presence of dangerous gases. When the canary stopped singing or was found dead, the miners knew a serious problem required immediate attention. Like canaries, racialized youth in inner city schools are a litmus test for the health of the entire educational system in the United States. They are the indicators of how well educators and concerned citizens are providing quality education for future generations. Thus, the struggles of racialized youth should be viewed as warnings that there is something wrong with the institutions that are not equipped to properly prepare them for the future. A fresh look at these students then is especially important for school librarians whose decision making power and interactions with children and young adults in and out of library spaces can shape the trajectory of their literate lives in significant ways. This article offers a diverse set of lenses for looking at issues of literacy and and identity among racialized youth. Shifting the gaze beyond the concepts of risk and failure, the authors challenge school librarians to adapt more-constructive lenses that change how educators see and support the literacy and identity needs of marginalized youth. The article then offers a set of eight guiding principles that reflect multiple lenses for understanding and addressing the literacy and identity development of youth from historically underrepresented racial groups. |
| title | Shifting Lenses on Youth Literacy and Identity |
| topic | Urban Schools Youth Literacy At Risk Persons Minority Group Students Racial Differences Racial Bias Educational Quality Identification (Psychology) Language Minorities Language of Instruction Expectation Librarians School Libraries Student Diversity Disproportionate Representation |
| url | https://eric.ed.gov/?id=EJ1125480 |