Poster #44 - Teacher Agency, Racial Literacy, and Antiracist Curricular Choices in a Secondary Reading and Writing Classroom

• In Event: 79.052 - MTCC Poster Session 19
  In Poster Session: 79.052-4 - Teaching Across Multiple Spaces

Abstract

Educational researchers still have much to understand about the processes of justice and equity in the middle school literacy curriculum. This dissertation describes a yearlong ethnographic case study (Yin, 2014) spotlighting how a teacher designed and implemented an antiracist (Dei, 2006; Ohito, 2016; Troyna & Carrington, 2011; Wagner, 2005) 7th grade reading and writing curriculum. When this teacher strategically sought out and used texts that foreground racism in his focus to grow students’ racial literacy skills (Epstein & Gist, 2015), his identity shifted in the multimodal dialogical exchange (Bakhtin, 2010) between himself, his students, and the selected text.

Author

• Alina Adonyi Pruitt, The University of Texas at Austin