Meaningful Classroom Literacy Experiences for Rural African American Secondary Students

• In Event: Liberation-Driven Perspectives in Learning and Instruction

Abstract

The purpose of this study was to determine the meaningful classroom literacy experiences of students within a context constrained by economic disadvantage, limited resources, and a focus on test preparation. It is theoretically framed through culturally relevant pedagogy. Data included classroom observations, student and teacher interviews, and writing samples Three major themes emerged as findings. The first describes a continuum of choice in how teachers enacted the literacy curriculum. The second describes how cultural relevance was essential to meaningful literacy experiences. The third describes how meaningful literacy topics evoked students’ personal expression. It is essential for students in rural, high poverty schools to receive literacy instruction that is relevant, allows choice, and includes variety.

Authors

• Lucy K. Spence, University of South Carolina

• Amanda Cullars, University of South Carolina - Columbia

• Priscila JBM Costa, University of South Carolina