A walk in their kicks : literacy, identity, and the schooling of young Black males /

A walk in their kicks : literacy, identity, and the schooling of young Black males /

Bibliographic Details
Main Authors: Johnson, Aaron M (Author), Johnson, Aaron M. (Author)
Format: Book
Language:English
Published: New York : Teachers College Press, [2019]
New York, NY : [2019]
Subjects:
Academic achievement > United States > ^A1992464
Academic achievement > United States
African American boys > Education
African American young men > Education
Boys > Books and reading > ^A2465907
Boys > Books and reading
Educational equalization > United States > ^A2098059
Educational equalization > United States
Literacy > United States > ^A2101793
Literacy > United States
Academic achievement
African American boys
African American young men
Educational equalization
Literacy
United States
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245 1 2 |a A walk in their kicks :  |b literacy, identity, and the schooling of young Black males /  |c Aaron M. Johnson ; foreword by Elizabeth Birr Moje ; afterword by Jay B. Marks 
264 1 |a New York :  |b Teachers College Press,  |c [2019] 
264 1 |a New York, NY :  |b Teachers College Press,  |c [2019] 
264 4 |c ©2019 
300 |a xiii, 210 pages :  |b illustrations ;  |c 23 cm 
300 |a xiii, 210 pages ;  |c 23 cm 
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504 |a Includes bibliographical references (pages 189-195) and index 
504 |a Includes bibliographical references and index 
505 0 0 |g Part I  |t Notes on the State of ... Detroit ... Education ... Race ... Schooling ... Literacy ... Socialization  |g p. 13 --  |t ... on the state of the west side  |g p. 13 --  |g 1  |t His Story: The History of School and Literacy Development of African American Males  |g p. 15 --  |t Segregation, Jim Crow, and African American Academic Achievement  |g p. 20 --  |t School Desegregation  |g p. 22 --  |t The Great Migration  |g p. 25 --  |t School Busing  |g p. 27 --  |g 2  |t Hustle and Flow: Student Literacy, Flow, Agency, and Motivation  |g p. 31 --  |t Flow Theory  |g p. 31 --  |t Learning and Literacy as Social Constructs  |g p. 32 --  |t Agency and Identity  |g p. 39 --  |g 3  |t Black Boy Fly: The Black Male Literacy Paradigm as an Instructional Framework  |g p. 43 --  |t The Black Male Literacy Paradigm  |g p. 43 --  |t Home Versus School Language  |g p. 45 --  |t Contextual Understanding  |g p. 47 --  |t Culture and Socialization  |g p. 48 --  |t Teacher Perceptions  |g p. 56 --  |t Power, Agency, and Identity  |g p. 57 --  |t Teacher Preparedness  |g p. 58 --  |t Summary of the Black Male Literacy Paradigm  |g p. 59 --  |t Literacy Assessment Instruments and Literacy Development  |g p. 60 --  |g 4  |t We've Got the Power: Culture and Socialization  |g p. 68 --  |t Power and Contextual Understanding and the Relationship to Literacy  |g p. 68 --  |t The Academic Achievement Gap Versus the Education Debt  |g p. 70 --  |t Student Socialization  |g p. 77 --  |g 5  |t You Mean I Can't Even Be Black in the Hallway?!?: Discourse Communities and the Relationship Between Power, Agency, and identity  |g p. 84 --  |t Student Identities  |g p. 84 --  |t Disidentification with School  |g p. 87 --  |t Student Social Power and Valuing Students' Identities in School  |g p. 92 --  |g Part II  |t Notes on the State of ... Black Boys  |g p. 99 --  |t Educator's oath  |g p. 99 --  |g 6  |t Where I'm From: Teacher Identities and the Impact on African American Male Students  |g p. 101 --  |t Understanding Literacy Through a Sociocultural Paradigm  |g p. 101 --  |t Meet the Teacher Participants  |g p. 103 --  |t Teacher Identities and the Roles They Play in Building Student Literacy  |g p. 108 --  |g 7  |t A Walk in Their Kicks: Understanding the Literacies of African American Males  |g p. 117 --  |t Engaging African American Males in Literacy  |g p. 117 --  |t Teachers' Recognition of the Importance of Students' Connections to Teachers, School, and Texts  |g p. 118 --  |t A Deeper Look at Turmoil: Home-Based and School-Based Adversities That Impact Student Learning Outcomes  |g p. 142 --  |g 8  |t Literacy Is ...: Looking at Literacy Through a Different Lens  |g p. 150 --  |t Teachers' Expansions of Their Definitions of Literacy  |g p. 150 --  |t The Necessity of Teachers' Use of Evidence-Based Instructional Strategies  |g p. 157 --  |t Teachers' Improved Understandings of Students' Literacy Practices  |g p. 158 --  |g 9  |t The Choice Is Yours: "Giving a Damn" as a Strategy for Improving Student Outcomes  |g p. 162 --  |g 10  |t Are We on Ten Yet?: Reconceptualizing Schools for African American Students  |g p. 168 --  |t Teachers' Recognition of the Importance of and Relationship to Students' Connections to Teachers, School, and Texts  |g p. 169 --  |t Teachers' Expansions of Their Definitions of Literacy  |g p. 170 --  |t Teachers' improved Understandings of Students' Literacy Practices  |g p. 171 --  |t The Necessity of Teachers' Use of Evidence-Based Instructional Strategies  |g p. 172 --  |t The Education Debt ... Revisited  |g p. 172 --  |t Challenges to This Work  |g p. 180 --  |t ... until we meet again  |g p. 181 
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