What is it about?
This qualitative case study in an urban middle school highlights students’ critical meta-awareness of their identities-in-practice in the figured world of their classroom via a narrative analysis of students’ writing, interviews, and focus group discussions. The author focuses on students’ internalization and/or resistance of the curriculum as a basis for developing culturally sustaining stances toward curriculum, pedagogy, and research that actively disrupt cultural, ethnic, racial, and epistemological hierarchies of power in academic contexts and beyond.
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Why is it important?
Students’ academic experiences are often shaped by normalized conceptions of literacy that do not honor the interrelatedness of multiple identities, languages, and literacies. These conceptions of literacy contribute to a narrowed view of what "counts" as literacy in school and in society, and perpetuates the dominance of mainstream and hegemonic perspectives on curriculum and education. This leads to the marginalization of students (and their literacies) who would otherwise make important contributions to society, and be successful in school.
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This page is a summary of: Students Critical Meta-Awareness in a Figured World of Achievement: Toward a Culturally Sustaining Stance in Curriculum, Pedagogy, and Research, Urban Education, January 2016, SAGE Publications,
DOI: 10.1177/0042085915623344.
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