Beschreibung
Cultural relevance is increasingly becoming more important to a student's literary development as they encounter more reading experiences at school. However, the existing literary disparity among African American students exhibits a problem in the current literary canon that educators use for literacy instruction. Research declares students are learning from a Eurocentric curriculum cultivated by canonical literature that many African American students do not relate to or do not understand. Six African American students constructed literary responses and focus group discussions after exposure to several multicultural genres in contrast to mainstream genres exposing the inability to interpret mainstream literature. As a result, incorporating ethnic literature in alignment with the diverse range of ethnicities growing in each classroom is a new crucial ability and transformative tool for all teachers to embed within their pedagogical instruction for positive literary growth and development for all students.
Autorenporträt
Samantha L. DavisM.S. Literacy B.A. ELA/Adolescent Educ. This study was conducted during my first year of teaching as an ELA Intervention Teacher in an urban district which brought my attention to such current literary disparities. This literary block is increasing but using innovative ways to embed MCL unblocks perpetuating this disparity.
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BoD - Books on Demand
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