Annotated Bibliography in Google Age

AL 992/ Fall of 2011

Kate Eunyoung Lee

My Annotated Bibliography has two distinguished contents. It has pictures of all the authors and the links to their professional/referential web pages. (When you control- click the picture the link will automatically open, taking you to sites that provide further information on each scholars.) As a novice and international student in the field of literacy, I wanted to use my annotated bibliography not only as a summary lists of articles that I read but also a data source for prominent scholars’ names, background and their works. I have learned a lot by searching each scholar’s research and accomplishment through online and that process helped me understand the fields of critical literacy and urban education deeper. Also, I could make connections to the related fields by this continued scanning and skimming work. In addition, I could remember each scholars’ names and his/her field of passion much better (not to mention of their face). I now can recognize and say ‘Hi!’ to a scholar when I encounter them at any conferences!

Hallman, H. L., & Burdick, M. N. (2011). Service Learning and the preparation of English

teachers. English Education, 43 (4), 341-368.

This article sees Service Learning as a pedagogical third space from which pre-

service teachers learn to teach New English education. New English education is

an approach that values student voice alongside the cannon and that

acknowledges the promise of fluctuating illiteracies alongside standardized

illiteracies. It is committed to diversity, technology, and hybridity and is both a

reaction to and interaction with the current state of language in the world. The authors conceptualize

service learning as having the potential to disrupt deficit theorizing, encourage teacher candidates to

critically question schooling and patterns of inequity and re-envision the teacher-student relationship.

They chose two service-learning sites where 14 pre-service teachers worked for three weeks. Group

interview were conducted and teachers’ reflective journals were analyzed with inductive and

deductive coding construct. They found out that pre service teacher were going through ‘negotiation

of the role of teacher’ in the power structure of school and tutoring setting. That identity posing

process help pre service teacher disrupt the teaching mythology. Also, it turned out that pre service

teachers started to view teaching as a complex negotiation of multiple systems at play in the

classroom including new literacies at which students were proficient. They recognized the interplay

between traditional English curriculum and students’ out-of-school literacies. The authors conclude

that future teachers should have an opportunity through service learning to reconsider prior

assumptions about act of teaching and a teacher- learner relationship.

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Freire, P. (1970). Pedagogy for the oppressed. New York:Continuum.

Chapter 1

Pedagogy of the Oppressed’s first chapter talks about oppression as a system that both oppressor and

the oppressed cannot break. Freire believes that the entire framework of oppression affect both

oppressors and the oppressed.  He emphasizes that oppressed peoples cannot simply reverse the roles

of oppression in order to achieve full humanity; Freire calls it “human completion”.   He suggests that

if the goal of the oppressed is to become fully human, they will not achieve their goal by merely

reversing the terms of the contradiction or by simply changing poles (56). The author also emphasizes

the oppressors cannot simply engage in “false charity” in which they use the

economic influence to further oppress.  Freire suggests instead that “true charity”

involves “fighting the causes which nourish false charity” (45).  In order for the

oppressors to break free from their own bonds, they must fight alongside the

oppressed. He saw solidarity as an important way to break away from the

oppression. He also claims that people should not be seen as ‘things’.

Chapter 2

The authors see that education becomes an act of depositing, in which the students are the

depositories and the teacher is the depositor. Instead of communicating, the teacher leads and students

patiently receive, memorize, and repeat. He called this a "banking' concept of education, in which the

scope of action allowed to the students extends only as far as receiving, filing, and storing the

deposits.” The result of this misguided system is students’ the lack of creativity, transformation, and

knowledge. For from inquiry and the praxis, students cannot be truly human. Knowledge emerges

only through invention and re-invention, through the restless, impatient continuing, hopeful inquiry

human beings pursue in the world, with the world, and with each other.

In the banking concept of education, knowledge is a gift bestowed by those who consider themselves

knowledgeable upon those whom they consider to be ignorant. The characteristic of this ideology of

oppression negates education and knowledge as processes of inquiry. The teacher presents himself to

his students as their necessary opposite; by considering their ignorance absolute, he justifies his own

existence. Rejecting this false system, Frère embraces a ‘problem posing education’ model which

consists of acts of cognition that take place through dialogue. Students and teachers become critical

co-investigators in dialogue with each other. He says that with problem posing education, men teach

each other, mediated by the world, by the cognizable objects.

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Souto-Manning, M. (2011). A Different Kind of Teaching – Cultural Circles as Professional

Development for Freedom. Urban Literacy.

This article seeks to apply Paulo Freile’s Problem posing approach to childhood

education. Embracing cultural conflicts as opportunities for learning, she met with

eight early childhood teachers in a diverse urban community who were trying to

affirm diversity and enhance students’ agency. Those in-service preschool teachers

problematized everyday issues and engage in dialogic, collective, critical learning

process. She engaged in ethnographic observations of participating teachers'

classroom and of our own culture circle to learn from the process through filed note, video and audio

recordings, interviews, and artifacts. A cultural circle, a group of individuals involved in learning who

see their reality with a political analysis, comes as an important theme in the paper. In employing

cultural circle, she claims that educators should investigate the context, practice, lives and experience

of participants. Therefore, cultural circle curriculum is based on students’ lives, practices and beliefs.

She believes that education is a means for change and transformation. The author also wants to see

how theory and practice meet in a real classroom and took part in teachers’ meeting. She found out

from the co-reflection and analysis of a teacher cultural circle that the cultural circle can be safe

communities of learners to engage in collective problem-solving and honoring multiple voices and

perspectives.

Szwed, J. (2001). The Ethnography of Literacy. Literacy: A Critical Source Book. (pp.421-429).

What are the reading and writing for? The writer proposes that we should step back

from the questions of instruction, back to a basic social meaning of literacy. Focusing

more on language users than on language itself, the definition of reading and writing

must include social context and function as well as the reader and the text. He sees

that text, context, function, participants, and motivation as five elements of literacy.

He expects to discover a plurality of literacies. He is asking questions of the type of

texts people read and write and the relation of the form of the text to other aspects of reading and

writing. He also looks at the variety of functions that reading and writing can serve. He challenges the

conventional out dated thinking about the reading and writing to see with a single standard. By giving

example of variety of social context, habits and styles of reading and writing, he argue that reading

and writing skills are distributed across a variety of people. In studying literacy, he promotes

ethnographic methods as the only means for finding what literacy really is and what can be validly

measured. He believes that study should stay as close as possible to real cases, individual examples in

order to gain the strength of evidence that comes with the being able to examine specific cases in

great depth and complexity. He also thinks that ethnography is most relevant in taking account of the

readers’ activities in transvaluing and reinterpreting the literacy. Overall, his point is that the

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instruction of literacy should be focused on the school and its relation to the community and school’s

needs and wishes along with the resources.

Paris, D & Kirland, D. (2011). The Consciousness of the Verbal Artist. Urban Literacy (pp.177-

194).

This chapter explores the “life and behavior of discourses” in the present moment

of urban youth culture in order to illuminate the realities that urban youth occupy

and challenge through “the symbology systems” of the written word. The authors

wants to see how African American, Latino/a, and Pacific Islander youth inscribe

and ascribe stories and selves across digital and embodied spaces using vernacular

literacies that challenge existing theories of learning spaces and the purposes of

literacy. They suggest that literacy scholars and educators should consider how our pedagogy and

research must account for expanding visions of where, how, and why youth practice literacy. The

authors explained that the field of language and literacy moved from monolithic/decontextualized

understanding of language to situated/contextualized understandings of language and literacies.

The author looked into the text messages between two African American youth and revealed that

AAL features are found in text messages. Text messages as vernacular literacies showed the youth

were attempted at capturing embodied orality in printed form. The authors also analyzed a twitter

conversation between two African American women to push a dichotomy that is less theorized but

nonetheless crucial. They found out the various forms and element of linguistic identity. They also

found out that the dichotomy between digital and embodied spaces breaks down in twitter messages.

They suggest that literacy pedagogy should include contemporary spaces and forms of writing. That

means teachers/researcher should offer opportunities to create ‘the living and organic nature of

language’, challenging and participating in dominant forms of literacy.

Kirkland, D. E. (2010). Critical Ethnographies of Discourse: An essay on collecting noise, pp.

145-152. In sj Miller and D. E. Kirkland (eds.), Change Matters: Moving social justice from

theory to policy in language and literacy education. New York, Peter Lang.

In this article, Kirkland talks about ethnography of discourse and people’s noise.

He wants to see how the question of noise can be best captured without divorcing

its complexity from its people. He sees that discourse analysis has a flaw that it

doesn’t capture the noises unavailable to outsiders. He suggests that researcher

should have two questions; How can we hear and contextualize noise to understand

the people from the people’s perspective & how can we begin to collect their noise to liberate theses

perspectives, their realities?

In answering those questions, he suggests that researcher of language and literacy must explore ways

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to collect people’s literacy. He believes ethnographical way of collecting people’s voice based on new

literacy studies and theories of dialogism provide rich, meaningful and descriptive information. He

thinks that researchers should enlist noise makers in designing research and conducting it. He calls it

Critical Ethnography of discourse (CED). CED is interested in capturing and liberating the voices of

people, which mediate identity and power and embody the conflicting values and stances of a social

group. By this understanding, the author is asking how power is enacted /negotiated in the languages

and literacies of the youth. In conclusion, he says that an ethnography that observes and examines

discourse becomes a significant tool for understanding people because it reveals significant aspects of

their lives.

Hymes, D. (1993). Toward Ethnographies of Communication. In J. Maybin (Ed.), Language and

Literacy in Social Practice. London, Multilingual Matters Ltd.

In the article Hymes sees that even with the importance of linguistics, ethnography and

communication provide the frame of reference within which the place of language in

culture and society is to be assessed. He approaches language neither as abstracted forms

nor as an abstract correlate of a community, but as situated in the flux and pattern of

communicative events. He claims that the notions with which a theory must deal are

those of ways of speaking, fluent speaker, speech situation, speech event, speech act, components of

speech events and acts, rules of speaking, and functions of speech. In addition to that he said a

descriptive theory requires some schema of the components of speech acts. Those are message form,

message content, setting, scene, speaker, addressor, hearer, addressee, purposes (outcome & goals) ,

key, channels, forms of speech, norms of interaction, norms of interpretation and genres.

Haddix M.M. & Rojas M.A. (2011). (Re)Framing Teaching in Urban Classrooms. Urban

Literacy (pp.111-124).

In this chapter, the authors explored the importance of critical literacy in the

curricular and pedagogical practices of educators who teach literature in urban

school settings. They advocate moving beyond viewing literacy as an individual

literary or technical skill and toward an understanding of literacy as situated social

practices in communities and in the world. Specifically, they describe the practical

aspects of critical literacy by examinating the role of teachers in urban school

settings and in particular, the use of TE textbook to influence student learning in literature classrooms.

They looked into the situating of Latino/a literature in TE text books with post-structuralist

perspectives to further question the issues of power and authority as they seek to contest static

constructions of knowledge. They highlighted specific kinds of classroom-based research, strategies,

and pedagogical practices for using critical literacy framework in the teaching of literatures in urban

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settings. The chapter presents a possibility for enacting curricular and pedagogical practices in urban

classrooms. By restricting knowledge production and learning skills and themes that promote and

maintain the status quo, other possibilities are negated, submerged, and dismissed, limiting those

explorations that can lead to imagining new ways of seeing.

Morrell, E. (2008). Critical Literacy and Urban Youth: Pedagogies of Access, Dissent, and

Liberation.

The book covers the comprehensive theoretical tradition ranging from post-

colonialism to the African-American tradition. It also examines four cases of critical

literacy pedagogy with urban youth: teaching popular culture in a high school

English classroom; conducting community-based critical research; engaging in

cyber activism; and doing critical media literacy education. Lastly, the author returns

to theory, first considering two areas of critical literacy pedagogy that are still

relatively unexplored: the importance of critical reading and writing in constituting and reconstituting

the self, and critical writing that is not just about coming to a critical understanding of the world but

plays an explicit and self-referential role in changing the world. The author concluded by outlining a

grounded theory of critical literacy pedagogy and considering its implications for literacy research,

classroom practice, and advocacy work for social change.

Jocson, K. & Cooks J. (2011). Writing as a site of struggle. Urban Literacy. (pp.145-159).

The authors are talking about popular culture, empowerment and politics of

(in)visibility. Parts of their charge are to reconseptualize literacy and reexamine the

incorporation of popular culture in the classroom. Mentioning those who oppose using

popular culture in the classroom as a teaching tool and their reasons, they argue that

classroom curriculum should be purposeful and meaningful. They draw on theories of

empowerment and critical pedagogy to examine the experiences of students and

teachers engaging poetry through a university-urban school partnership in northern

California. Authors suggest that an examination of students’ and teachers’ work related

to poetry can serve as one means of moving educators and other youth advocates a step

closer to improving current educational practices. They describe the Poetry for the People (P4P) and

Bellevue high’s partnership and the classroom activities including skits to students writing. They

conclude that the use of skits and provocative writing topics explicitly linked literacy and power in

ways that recognize poetry as a medium of expression for both artistic and political empowerment.

Second, they found out poetry served as a means to communicate matters of importance, including the

politics of (in)visible, racism, and differential treatment, among others. Also, they say that the

presence of teaching partners extends classroom pedagogies by tapping into community resources, co-

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construing knowledge through poetry, and actively participating in the writing process. They believe

poetry writing provides generative instances for further negotiating the social construct of power.

Walter J. Ong, S.J. (1986). Writing is a technology that restructures thought. Literacy: A

Critical Source Book. (pp.19-31).

The author is talking about writing in a very fundamental and comprehensive

manner. He starts with literacy and moves onto writing. He mentions Plato as he

sees writing as a human technology that engraves permanence to the spoken words.

He believes that one of the most generalizable effects of writing is separation.

Writing separates the known from the knower by prompting objectivity, which he

believes is the most fundamental value of writing. Writing separates interpretation from data and

writing distances the word from sound. Writing distances the source of the communication (writer)

from the recipient (the reader) in time and space. Writing enforces verbal precision of a sort

unavailable in oral culture by distancing the word from the plenum of existence. Writing separates

past from present. Writing separates administration from other types of social activities. Writing

makes it possible to separate logic(thought structure of discourse) from rhetoric(socially effective

discourse). Writing separates academic learning (highly organized abstract thoughts) from wisdom

(holistic situations and operation of human life). Writing can divides society and differentiates

grapholects. It separates being from time. He concludes that in the noetic world, separation ultimately

brings reconstituted unity, believing that writing is a consciousness-raising and humanizing

technology.

Imperious/ Arrogate/ Deviant/ Evanescent/ noetic/ mnemonically/ Agglomerate/agnostic/ convolute/

ineluctably / pristine empathetic/obviate/

Olson. D.R. (1995). Writing and the mind. Literacy: A Critical Source Book. (pp.107-122).

The chapter deals with some fundamental issues around writing such as relation

between speech and writing, the history of writing and alphabet, the process of

acquiring literacy and the cognitive implications of reading. Basically, he opposed

the long believed assumption that written word is the transcription of speech. Instead

he argues that writing serves as model for speech and writing system was created to

communicate information not to represent speech. He said that writing systems provide the concepts

and categories for thinking about the structure of spoken language, which ultimately provides

language and thoughts. Also, he suggests that the invention of a writing system provides a graphic

means of communication and the precise model of speech. Regarding learning to read, children’s

learning of reading is not so much a matter of seeing how speech is represented in writing but of

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coming to hear their speech in terms of the forms and categories offered by the script. From the

experiment on young children he found out that writing is an important factor in ‘fixing a text’.

Furthermore, he reveals the cognitive implications of reading. The script becomes a useful model for

the language, turning some structural aspects of speech into objects of reflection, planning, and

analysis. He also made a point that the models provided by the script tend to blind us toward other

features of language that are equally important to human communication. His conclusion is that we

introspect our language along lines laid down by our scripts. It’s the opacity of writing. Recapitulate

Dyson, A. H. (2005). "Crafting "the humble prose of living": Rethinking oral/written relations

in the echoes of spoken word." English Education, 37, 149-164.

The education major scholar is trying to re-imagine the narrowly defined school

basics in writing for contemporary children by conducting an ethnographic work

on a six year old African American girl, Tionna, who is attending an urban school

in Michigan. Among these basics are an ear for the diversity of everyday voices, a

playful manipulation of those voices, and alertness to opportunities for

performance. The author anchors her writing talking about the oral/written

relations. She opposes the idea that writing begins with written down speech and believes the spoken

word can contain within it experienced worlds awaiting articulation. She also argues that literary

language extends linguistic strategies first used in conversation by pointing to the fact that schooled

literacy became differentiated from everyday language since 19 century. The author notices the

children’s artful use of voices in their play and sees that students themselves listen to the human world

around them and use those voices to construct their own voiced response. Inspired by spoken word

and the lively speech and writing, the author claims that a curricular attention to language variations, a

sociopolitical flexibility in language use and an appreciation of the aesthetic power of language is

important. In addition, she points to the importance of ‘a stage for performance’. Supporting using

both oral and written language to craft voice, she concludes that educators should have wider

theoretical and pedagogical imagination.

Kirkland, D. (2004). Rewriting School: Critical Writing Pedagogies for the Secondary English

Classroom. Journal of Teaching of Writing, 21(1&2), 83-96.

Pointing to the fast changing students demographic of current American

classroom, the author claims the promotion for the multitextual, mulisensual

and critical dimension of writing in K-12 pedagogies. He sees that

hegemonic and formulaic writing pedagogies emphasized by middle-class

white Americans, do not correspond with the language backgrounds of

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colored students. He believes the practice of writing is a political action as well as a cultural and

social action, which now is working against the students of color with its structure made by dominant

groups. Opposing the idea of narrow writing pedagogies and high stakes tests, he is proposing critical

writing pedagogy. CWP establish the apex of students’ written worlds and exists at the intersection of

their multiple and diverse textual worlds. It acknowledges the intertextual and dialogic nature of the

writing act and aims to help students weave their voices intertextually in relation to other such voices,

and to give them multiple ways of representing their message. From his own experience of teaching

pres-service teachers, the author proposes three forms of textual expressions and multilingual

expressions that should be emphasized; visual, musical and multilingual expressions. He is advocating

textual diversities in the writing classroom which include audio, video, and visual texts. He concludes

that while teaching writing in traditional ways is important, teachers should allow space in the

classroom for students to express themselves in ways that make most sense to them.

Winn, T. M. (2011). Down for the ride but not for the die. Urban Literacy. (pp.125-141).

The article examine how teaching artists in a women-centered theatre

company help adjudicated teen girls use playwriting and performance to

develop critical literacies. Through the monthly 2-day workshops the girls

learn how to build ensemble through a variety of exercise and physical

warm-ups in a program called Girl Time. Students artists develop critical

literacy in the Girl Time by re-writing, reinterpreting, and reimagining these scripts with the guidance

of teaching artists and with the help of their peers. The author wants to see in what ways playwriting

and performance assist or enable incarcerated and formerly incarcerated teen girls in regional youth

detention center to revisit positions of power and when they use playwriting and performance to talk

back or acquiesce to institutions of power in their lives. The author focus on a play, ‘Ride or Die’

written by Sanna and Kaylen. As a participant observer, she kept filed notes and collected

ethnographic video of whole sessions. Also she collected copies of all plays and interviewed the

teaching artists. She used discourse analysis tools (Gee’s, 1999) to see what was taking place in

discussions around the theme and how the plays became mediating tools among student artists,

teaching artists and audience member. She points out that the most important lesson is the importance

of youth advocacy through curricular choices. She found out that playwriting and performance are

essential tools for urban youth who have important stories to tell but who are seldom asked to tell

them. She calls for the innovative writing activities that are based in collaboration, performance,

dialogue, empathy, and reflection.

Kirkland, D. (2010). 4 Colored Girls Who Considered Social Networking When

Suicide Wasn’t Enuf: Exploring the Literate Lives of Young Black Women in

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Online Social Communities, pp. 71-90. In D. Alvermann (Ed.), Adolescents’ Online Literacies:

Connecting Classrooms, Media, and Paradigms. New York: Peter Lang. Starting with his own mother’s notes the author, the author wants to help readers better understand

how young Black women practice literacy and tell their stories online. He wants to see purpose and

types of black women’s online literacy and reveal the nature of Black female iDentities(digital

identities), struggles and strength reflected in their online products. His framework to view the digital

world is called the organic Pheminism, which is feminism through the particular stories and lives of

the females we know and encounter. He uses ethnography (cultural analysis) and literary criticism

(text analysis) to analyze the emergent patterns in female narratives such as his mother’s notebook,

the archived works of black women such as Shange, field notes and transcripts of the conversations

and testimonies of his research participants and the online stories. He witnesses some online Black

female narratives are tugged by histories of sexual politics, gravitate toward oppression. (Shuntae’s

story) Also, he found out other narratives that inherit strength to struggle that transcend victimization

and seek to rewrite history. (Maya’s Poem) The author suggests that online narratives of black women

can be shaped, shared and studied to promote healing, social awareness, and a righteous

understanding of Black femininity in a new century literacy classroom. He believes dealing with

everyday social interactions and personal narratives of real people’ life condition is the therapeutic

pedagogy that seeks to reveal the harmful and dangerous tendencies in life. He calls for the new

literacy policies, practices, and pedagogies capable of connecting young women and men to

discussions of esteem, power, place, performance and purpose.

Alim, H. S. (2005). Critical language awareness in the United States: Revisiting issues and

revising pedagogies in a resegregated society. Educational Researcher, 34(7), 24-31.

The author explores the relationship between sociolinguists and educators around the issues

of Brown v. Board of Education of Topeka, Kansas and Martin Luther King Elementary School

Children v. Ann Arbor School District Board. The author believes the US society is still segregated,

disadvantaging African Americans. He suggests that the United States educational system must begin

to include critical language awareness programs to effectively revise the pedagogies. He promotes

New Literacy Studies approach grounded on critical language awareness on the part of the

researchers, educators and the learners. Within critical language awareness, educators should

demonstrate the interconnectedness of power, identities, and history between groups to change the

unequal conditions.

Gutierrez, K. D., & Orellana, M. F. (2006). "The "Problem" of English Learners: Constructing

Genres of Difference." Research in the Teaching of English, 40(4), 502-507.

The article aims to encourage language researchers to examine the non-

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dominant English Learners in an alternative light. They suggest different ways of conceptualizing,

examining, and reporting their English Learner research in order to include a more worldly

perspective that accounts for the complexities of their research. They propose that teachers should not

focus so much attention on what they think students can’t and don’t know but instead try to ask if

students value or believe they should learn acquire certain skills. Further they note that teachers

should strive to know what students already know before teaching them new literacies.

Kirkland, D., & Jackson, A. (2008). Beyond the Silence: Instructional Approaches and Students'

Attitudes, pp. 160-180. In J. Scott, D. Y. Straker, & L. Katz (eds.), Affirming Students' Right to

Their Own Language: Bridging Educational Policies and Language/Language Arts Teaching

Practices. Champagne/Urbana, IL: NCTE/LEA.

The authors research the effectiveness of the contrastive analysis (CA) approach to language

instruction. They conducted a ethnographic study in a Detroit middle school to see how effective CA

is in changing students’ attitude toward African American English. They found out that African

American students are forced to code-shift from AAL to AE. They themselves see their home

language as unofficial and devalued, which shows that students got affected by the power and identity

issues around language and literacy. Authors argue that teachers should understand the political nature

of language and should teach language to empower and value their own language.

Smitherman, G. (1999). Ebonics, King, and Oakland: Some folk don’t believe

fat meat is greasy, pp. 150-162. In Smitherman, Talkin that talk: African

American language and culture. New York, NY, Routledge. The article explores the relationship between language, power, identity and

society. She uses the 1977 King vs. Ann Arbor school district court case, which

represents the continuing historical struggle for language, education, literacy and

power by the African American community. She sees that the privileged define their own notions of

language and impose their own definition to others, normally to language minorities. To this evident

relationship between language and power, language and oppression, and language and liberation, the

author suggests a multilingual policy in education that embrace the language diversity. She believes

that all language including Standard English should be studied as a social and cultural context.

Paris, D. (2009). "They're in my culture, they speak the same way": African American

Langauge in multiethnic high schools. Harvard Educational Review, 79(3), 428-448.

In this essay, Paris researches multiethnic high school in a working community in

West Coast. He hopes to promote a pedagogy of pluralism in multiethnic environments

by demonstrating how AAL was used in facilitating inter ethnic youth communication.

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He witnesses the language (ALL) crossing and sharing among African American and Latino/as and

Pacific Islander students. Still, AAL is seen in the High School as a “slang” language and is thus less

valued and respected. Paris calls for the pedagogy of pluralism to help African American youth

acknowledge the rich history of ALL and have pride in it. He concludes that research on AAL should

not be limited to only African Americans and researchers need to re-examine where and how AAL is

being used in culture and explore those significances.

Canagarajah, A. S. (2002). The Place of World Englishes in Composition: Pluralization

Continued. College Composition and Communication, 53(4), 594-630.

The article promotes the need to create space for world Englishes in academic writing.

The author sees that English is a “plural language embodying multiple norms and

standards of diverse communities with their own local ways. He proposes the pedagogy

of code-meshing. Canagarajah notes that code meshing allows students to use their

preferred Englishes to intrude, disrupt and resist the dominant codes. He also advocates

for pluralist pedagogies where all students will be prepared to negotiate our increasingly pluralistic

world. He supports the SRTOL (Student’s Right to Their Own Language) policy which allows for

more frequent use of vernacular language in a traditionally Standard English academic text. The

author discussed the pedagogical rethinking and the rethinking of academic writing to expand its

traditional definition in terms of ME to WE.

Tatum, A. W. (2008). Toward a more anatomically complete model of literacy instruction: A

focus on African American male adolescents and texts. Harvard Educational Review, 78(1), 155-

182.

In this article, the author argues that the current framing of the adolescent

literacy crisis fails to take into account the in-school and out-of-school

challenges confronting many African American male adolescents today,

particularly those growing up in high-poverty communities. Using the

metaphor of literacy instruction as a human body, he argues that in the

absence of sound theory about the importance of texts for African American male adolescents, even

the best instructional methods will fall flat, like a body without a head. He offers a more anatomically

complete model in which instructional methods are governed by theories about how literacy can help

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young men of color respond to their immediate contexts, and in which professional development gives

legs to these methods by preparing teachers to engage all students. Finally, in a case study of one

Chicago youth, Tatum illustrates both the power that relevant texts can hold for young men of color

and the missed opportunities that result when students do not encounter such texts in their schools.

Kirkland, D. (July, 2009). We real cool: Toward a theory of Black masculine literacies. Reading

Research Quarterly, 44(3), pp. 278-297.

The article aims to examine how literacy formed and functioned within the group of the young men

of ‘My Brother’s Keeper’, an early intervention program for at-risk

black males at Detroit’ s Malcolm X Academy. The authors reports

finding from an ethnographic study of the unique and familiar

literacy practices of a group of 11 to 14 year old black males who

called themselves “the cool kids.” The study is framed using

theories that view literacy as critical cultural competence and

multimodal social practice, with the definition of complex system of symbological patterns and

practices. Two research questions guided their inquiry: How did coolness relate to literacy among the

cool kids and what symbolic patterns helped to shape these relations? They explored the research as

participant-researchers, observing, listening and using video records, filed notes, audio transcripts and

site artifacts. Then they analyze the data to make sense of the ways in which the cool kids

manufactured meaning and practiced literacy in the context of MBK through talk and dress. The

findings describe how race, gender, and pop cultural artifact of black manhood, contributed to the

literacy practices of the young men and to the construction of their symbolic selves. They use a

variety of symbolic forms such as cloth, print, drawings etc. These findings present a clearer picture

of black masculine literacy practices and provide a glimpse of literate process.

Gere, A.R. “Kitchen Tables and Rented Rooms: The Extra curriculum of Composition.” College

and Communication. (1994).

This article examines writing development outside the academy and calls for

histories of composition practices that examine sociable contexts for writing.

The author introduces several community writing groups who are writing their

worlds by finding their experience worth expressing. She mentions the benefits

of those writing workshop including gaining confidence, increasing positive

feelings, horning their craft as writers and strengthen relationship between

members. The workshops constructed by desire, aspirations and imaginations of its participants

outside of classroom walls show that writing can make a difference in individual and community life.

The author suggests a more inclusive perspective on writing and claims to avoid an uncritical

narrative of professionalization and acknowledge the extra curriculum as a legitimate and autonomous

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cultural formation that undertakes its own projects. Her questions is how we see the correlation

between whole language- a pedagogy that unites reading and writing while affirming students’

inherent language ability-and a blurring of domestic and academic scene. Finally, the author says that

while composition accomplished the cultural work of producing autonomous individuals willing to

adopt the language and perspectives of others, extra curriculum serves the opposite function by

strengthening ties with the community. She concludes that composition teachers should consider their

own role as agents within the culture that encompasses the communities in both inside and outside of

the classroom.

Carter S.P. & Kumasi K.D. (2011). Double Reading: Young Black Scholars Responding to

Whiteness in a Community Literacy Program. Urban Literacy. (pp.72~90).

Du Bois’s notion of double-consciousness is the two-ness- an American & a Negro;

a sense of always looking at one’s self through the eyes of others, of measuring one’s

soul by the tape of a world that looks on in. The authors suggest that Du Bois’s

scholarship on double consciousness provides a lens to better understand how some

Black youth interact, negotiate their identities, and engage intellectually in academic

settings. They want to see how Black youth in a community literacy program

confront and respond to Whiteness in a book club with the lens of double

consciousness. Also, they explore how a group of Black youth in a community

literacy program act and interact while reading and discussing literature by and about

Black people using double consciousness. They provides data on a pre-college

afterschool literacy program for middle and high school youth that extend Du Bois’s

notion of double consciousness to the field of language and to a double reading model as a means to

better understand how some students of color engage in reading. They conducted a micro

ethnographic discourse analysis of the transcript. They suggest that to better understand and

academically support Black youth, there must be epistemological conditions for multiple types of

knowledge that affirm and help to better contextualize Black experience.

Jung Kim. (2011). Is It Bigger Than Hip-Hop? : Examining the Problems and Potential of Hip-

Hop in the Curriculum. Urban Literacy. (pp.160~176).

The author recognizes that hip-hop is playing important part of students’ lives and

identities and is becoming a resource that affords multiple avenues of learning and

access to empowerment and resistance. She tries to investigate how one teacher

engages with students in bringing their out-of-school literacy, hip-hop, into school

sponsored work. This article also examines the possibilities of critical pedagogy

rooted n hip-hop as a way to trouble the waters of the current state of education and its ongoing failure

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to adequately prepare many youth for live beyond school walls. The chapter examines how hip-hop

and its five elements-break dancing, MC’ing, DJ’ing, graffiti, and knowledge- allow for multiple

modes of access and expertise. She argues that hip-hop is reflective of the kinds of critical literacies

and multiliteracies that compromise today’s cutting-edge literacy work. The study is based on

Florence Ballard, an African American female teacher. The author audio recorded and video recorded

the Florence’s classes for a semester with the focus on examining teacher rationale for action and

understanding how students make sense of the curriculum and respond to hip-hop as a pedagogical

practice. She draws a conclusion that hip-hop is improvisational and experimental, critical, dialogic,

collaborative and democratic, and evolving can be extended beyond hip-hop into a greater

understanding of teaching and learning. She proposes that hip-hop is an example of increasing student

engagement in their classrooms and in larger society.

Hill. M. L. (2009). Beats, rhymes, and classroom life: Hip-hop pedagogy and the politics of

identity. Teacher College Press.

This book describes an intervention using hip=hop based education in a

class of Twilight High School students in Philadelphia. The intervention

was designed to help students develop mainstream textual analysis skills

while engaging in important identity examination about themselves and

how pop culture texts influence that perception. The author first lay out

the theoretical and methodological theory ground and argues for the urgent necessity to develop

praxis. He acknowledges the research on hip hop in education could be enhanced by critical

pedagogy, culturally relevant curriculum, and racial identity examination. He also acknowledges the

use of ethnographic tradition on Hip Hop based education. He proves that hip hop based education

enabled African American students to see the power dynamics on texts and explore their identity. The

author accomplishes his goal of having the students examine their self-perception. However, Hip Hop,

framed as a Black genre instead of global one which proved problematic for non-Black students and

teacher. Mainstream educators should make connection between what Hip Hop Based Curriculum

offer and current content standards.

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Brown, A. (2005). Using Hip Hop in schools: Are we appreciating culture or raping rap? The

Council Chronicle. Online source.

   The article seeks to support the teachers and researchers who have validated hip-hop

culture as a critical thinking, creative, and ingenious art form that has transformed

people’s everyday lives. Also, it challenges the framework why people think hip-hop is

useful. The author defines academic literacy as the use of written and oral language

reflective of academic discourse and educational standards validated by the academy and upheld by

institutions. Several classroom teachers and researchers have done tremendous things with hip-hop

tapping into the brilliance and creativity of their students. And the author wants to reflect on

ideological frameworks related with race, language and class which she believes shapes the history of

American hip-hop. Her three questions are; are we asking students to use hip-hop culture to cross over

to academic literacy while some schools and teachers have yet to validate hip-hop culture? If schools

and classrooms are unaccepting of organic hip hop culture (language, style, dress, and its resistance to

the status quo) can hip-hop be used substantively in schools? How does the function of rap music in

everyday life for students frame how hip-hop can function in classroom learning activities? Rather

than answering those questions, she illustrates three related concepts in rap music such as validating

rap music and its commodification and the cultural consequences after the rap lesson.

Kirkland, D. (July, 2009). Skin we ink: Conceptualizing literacy as human practice. English

Education, 41 (4), 375-395.

Using one young black man’s tattoo and his story with it, the article seeks to expand

the definition of literacy and reframe perspectives on literacy. By examining six

urban adolescent black males for three years, the author collects data through

observing, having conversation and collecting literacy artifacts. Then he analyzed

data at ethnographic (how does Derrick make sense of his life through tattoo?) and

discursive (What might we learn about literacy from an analysis of Derrick’s

tattoos?) levels. Following the pioneer works of Freire and Smitherman, also within the line with new

literacy and work of Bakhtin, the article looks closely at the complex and critical aspects of tattoos as

literacy artifacts and seeks to elicit implications for rethinking Black males, literacy, and English

education. The author understands 9th grader black man Derrick’s tattoos with three different themes;

struggle, story and symbol. He also sees that Derrick’s tattoos helped him to cope with the tragedies

of losing a cousin, connect to the past and other people. Also, his tattoos are constantly speaking,

commenting both on his life and his philosophy of life. The author concludes that there is an

important link to be made between the body and human act of literacy. He believes that human body

can be a site of textuality, which expresses the individual’s ability to cope, connect, and comment. He

argues that literacy must be conceived as social practice and personal practice that reveals complex

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perceptions and realities. He suggests English education open a new connection with students around

unexplored writing that makes all of human lives more visible.

Weinstein, S. (2002). The writing on the wall: Attending to self-motivated student literacies.

English Education, 35(1), 21-45.

The article attempts to uncover the contexts and motivations that surround students’

self motivated literacy activities and to suggest ways to see English classroom as a

complex place full of talks, analysis, and respects for multiple literacies. By

exploring the role that tagging (a simple form of graffiti) plays around the school

and community, and in the life of one particular tagger at La Juventud(a second

chance school for kids who left the public schools) the author argues that even the simplest literate act

like writing of a name on a wall, opens out into a rich discourse community, in which taggers carry on

complex conversations, negotiate and challenge shared discursive norms, and develop identities that

are intimately connected to a specific communicative world. As a librarian and teacher, the author

carried out her research with familiar high school students, asking questions, carrying out

conversations and collecting student texts. She describes that the two major forms of students’ writing

is ‘rap and tagging’, which are devalued in mainstream discourse. In tagging, issues of communal and

individual identity, communication and risk. The writing on the wall declares an ongoing presence

even when those it represents are physically absent, communicating threat, challenge, recognition,

declaration. She notes the students’ desire to participate and argues that prospective teachers develop a

critical notion of their teaching and should invite students into the academic discourse community by

acknowledging and valuing the meaningful literate activities.

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