An Educator-Scholar's Reflexive Approach to Facilitation in a Black Girls' Online Street Literature Book Club

• In Event: 30.080 - Roundtable Session 10
  In Roundtable Session: 30.080-11 - Race Within and Around Professional Development: Teachers, Identity, and Efficacy

Abstract

This qualitative inquiry is part of a dissertation study that examined how societal, institutional, and situational factors influence black adolescent girls’ meaning making of street literature texts. Situated within Facebook and an urban public library, this qualitative inquiry focuses on facilitation and explores how my intersecting identities documented through auto-ethnographic accounts influenced my positionality and influenced the way black adolescent girls make meaning of social issues in street literature texts in out-of-school digital spaces. Hip-hop Feminist Theory, New Literacy Studies, and Reader Response Theory undergirded this inquiry. A researcher journal, fieldnotes, online discussions, and semi-structured focus group interviews were employed. Critical Discourse Analysis was employed to interpret data.

Keywords: Auto-ethnography, black girls, street literature, digital technologies, literacy language

Author

• Delicia Tiera Greene, University at Albany - SUNY