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Session Type: Symposium
By challenging deficit constructions of male youth labeled “at-risk,” this panel puts forth alternative narratives on masculinity and schooling. This panel showcases the myriad ways “at-risk” young men, too often deemed uneducable, leverage language and literacy to live and learn. In so doing, the papers will describe how such young men, while doing their literacies, work to (re)situate themselves in the social and cultural spaces they value and inhabit (Dyson, 2003; Kirkland, 2013). By reframing narratives of male identity, this panel speaks to educational policies and practices that reproduce inequities through deficit discourses. Further, it offers directions for public pedagogies, research, generative community-school relationships, and classroom-based practice that are more responsive to learning practices, complex social narratives, and unfolding lives.
Identity, Literacy, and (Re)Positioning Practices in a New York City "Second-Chance Program" - Noah Asher Golden, Chapman University
Failing to Learn: What Male Youth Labeled "At-Risk" Have to Teach Educators About Schooling - Robert Petrone, Montana State University
Still Searching: Understanding Black Males in (Literacy) Education - David E. Kirkland, New York University