The Sociocultural Benefits of Writing for African American Adolescent Males

Tatum, Alfred W.; Gue, Valerie

doi:10.1080/10573569.2012.651075

Cited by 29 publications

(39 citation statements)

References 6 publications

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“…We see evidence in this article that Rajon anchored his writing “in a collaborative writing environment” that he assessed as both “engaging” and “supportive” (A. Tatum & Gue, 2012, p. 139). That is, the layered design of A LENs provided multiple opportunities for Rajon to write for himself (and others) in ways that valued the full range of his humanity, human rights, and the development of his critical consciousness.…”

Section: Discussion: Achieving While Black and Malementioning

confidence: 76%

“…In my experience as an educator and literacy researcher, I have found the process of composing supports young Black men in (re)positioning themselves to be seen and heard in educational spaces. With this consideration, writing for Black males in schools becomes more than a means of communication, it is a mode of ''social action'' (Tatum & Gue, 2012). As such, I developed a curricular innovation within the context of a summer enrichment writing course where young Black men developed a layered writing project I call Artifactual Literacy Education Narratives (A LENs.)…”

Section: Rajon Thompkinsmentioning

confidence: 99%

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“I Just Started Writing”

Everett

2016

Literacy Research: Theory, Method, and Practice

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Many Black male students in our nation's schools feel like teachers do not see them for who they are or who they hope to become. In an academic enrichment writing course, high-achieving Black male secondary students utilized metaphor to imagine new realities for themselves. This article examines a Black male student's narrative writing to capture how he made meaning of his own writing across academic settings as he transitioned from high school to college. The author argues metaphor functioned as a powerful catalyst for understanding how he constructed, embodied, and negotiated his racialized and gendered schooling experiences. In doing so, the author offers metaphor as an important entry point, theoretical framework, and pedagogical tool to promote substantial writing experiences for Black male students in academic spaces. This empirical research is intentional in honoring student voice-a perspective

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Section: Discussion: Achieving While Black and Malementioning

confidence: 76%

Section: Rajon Thompkinsmentioning

confidence: 99%

“I Just Started Writing”

Everett

2016

Literacy Research: Theory, Method, and Practice

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“…For example, how could our field ever have hoped to understand and advance the languages (Alim et al, 2016; Baker-Bell, 2020; Green, 2011; Power-Carter, 2020), cultures (Boateng, 1990; Gadsden, 1992; Ogbu, 1990; Paris & Alim, 2017), text interests (G. Muhammad, 2020; Parker, 2020; Tatum, 2009), literary and literacies traditions (Belt-Beyan, 2004; Fisher, 2009; Harris, 1992; McHenry, 2002; Ntiri, 2014; Power-Carter et al, 2019; Richardson, 2003; Willis, 2002), digital tool uses (Lewis Ellison, 2017; Lewis Ellison & Solomon, 2019; Tichavakunda & Tierney, 2018), reading and writing practices (Asher, 1978; Austin, 1972; Guillory & Gifford, 1980; Guthrie et al, 2009; McHenry & Heath, 1994; G. E. Muhammad et al, 2017; Tatum, 2009), gifts, talents and high-achievement (Ford, 1995; Ford et al, 2018; Grantham et al, 2011), assessment data indicators (Anderson, 2007; Cohen et al, 2012; Ferguson, 2003; Flowers, 2016; Irvine, 1990; Smith et al, 2019; Thompson & Shamberger, 2015; Willis, 2019), family and community literacies (Edwards, 1993; Gadsden, 1992; Heath, 1983/2008, especially the often overlooked “Black townspeople”; Johnson, 2010; Lewis, 2013), youth literacies (Carter, 2007; Kinloch et al, 2017; Kirkland & Jackson, 2009; Morrell, 2008), or racial literacies (Croom, in press) of Black children and adults...…”

Section: Resultsmentioning

confidence: 99%

If “Black Lives Matter in Literacy Research,” Then Take This Racial Turn: Developing Racial Literacies

Croom

2020

Journal of Literacy Research

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When I look back before 2020, before the murder of Mr. George Floyd in particular, and think about this special issue, “Black Lives Matter in Literacy Research,” a question comes to my mind: Are we, the field of literacy research, sure that we want to include literacy research among the incalculable responses (already in progress) to racist killings, anti-Blackness, Black living and dying, and ongoing injustices in the United States of America? In other words, will Black human beings matter to our field? With the hope that our field of literacy research is finally taking this racial turn as an institution, I introduce the post-White orientation as well as practice of race theory (PRT) and argue for the lifelong development of racial literacies among fellow literacy researchers. In short, this article is designed to support the development of racial literacies in the field of literacy research with the aim of affecting research, practice, and policy.

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“…Meaningful writing increases student motivation and engagement in the writing process. Tatum and Gue (2012) suggested that students from CLD backgrounds can become motivated and engaged in the writing process when topics tap into their histories and cultures. For instance, teachers have long used personal narratives as a strategy for teaching writing and encouraging self-expression.…”

Section: Writingmentioning

confidence: 99%

Culturally Responsive Reading Instruction for Students With Learning Disabilities

Kourea

Gibson

Werunga

2017

Intervention in School and Clinic

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As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students’ learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and linguistically diverse background. This article analyzes three main domains of culturally responsive reading instruction for students with LD: (a) instructional delivery, (b) environmental support, and (c) curriculum context. Specific strategies and teaching tools are described in each domain to assist teachers in making their daily reading instruction more culturally responsive and relevant to the needs of their students.

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The Sociocultural Benefits of Writing for African American Adolescent Males

Cited by 29 publications

References 6 publications

“I Just Started Writing”

“I Just Started Writing”

If “Black Lives Matter in Literacy Research,” Then Take This Racial Turn: Developing Racial Literacies

Culturally Responsive Reading Instruction for Students With Learning Disabilities

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