Fourth Graders’ Negotiation of Varying Participation Discourses Surrounding the Great Migration in a High-Performing, High-Poverty Urban Primary School

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Abstract

This study examined fourth grade students’ participation of varying participation discourses at a high achieving, high poverty urban primary school in Detroit. In spite of the school’s high performing record, teachers were constrained by adhering closely to pacing guides to preserve their high achieving status. Irrelevant curriculum materials surrounding a theme on Migration led to a teacher and researcher collaboration to supplement texts about the Great Migration. An examination of varying peer-led discussion group modes suggested beyond the text comprehension and students’ ability to mediate personal connections, multiple perspectives, and critical questions. Moreover, informal interview data revealed the focal teacher’s belief that varying participation discourses were a necessary ingredient to balance the existing skills-based framework.

Author

• Kirsten D. Hill, University of Michigan - Dearborn