The Stories Ain’t Storyin’: Amplifying Black Students’ Existential Narratives to Reimagine Postsecondary Transitional/Developmental Literacy Pedagogies

• In Event: AERA Research in Progress Roundtable Session Three
  In Invited Roundtable: Research-in-Progress RT060 (Friday)

Abstract

This qualitative study employs a decolonial framework to explore how pedagogical materials and activities influence academic performance and sociocultural critique among Black students in postsecondary developmental literacy classes. Triangulated data from semi-structured interviews, classroom observations, and document analysis will provide a comprehensive understanding of student experiences. Thematic analysis will identify key patterns and insights that emerge. Findings will inform educators about the effectiveness of learning materials and activities that uphold or challenge dominant Eurocentric narratives, contributing to the discourse on decolonial pedagogy and its role in fostering equitable literacy education that supports the diverse needs and backgrounds of Black students.

Author

• Ellenar Harper, Texas Tech University