Poster #22 - Cultivated Gazes and Historical Literacy: The Acculturation of Secondary Latinx Students Into a Disciplinary Culture

• In Event: 25.087 - MTCC Poster Session Four
  In Poster Session: 25.087-4 - Youth, Power, Reflection, and the Word

Abstract

As Latinx students struggle to access equitable education in the “post-truth” era, it is vital that educators consider how curriculum and instruction functions to include and exclude learners. Disciplinary literacy approaches can support students’ abilities to shift perspectives to read, write, and think like disciplinary experts, resulting in a cultivating gaze that positions one to see the world in culturally different ways. This qualitative case study examines how Latinx students experience World History through a disciplinary lens constructed by both their teacher’s understanding and their own perceptions of what it means to do historical literacy. Findings consider the influence of these enactments of disciplinary literacy on several key elements of socially just and social justice subject matter literacy instruction.

Author

• Tierney Hinman, University of North Carolina at Greensboro