英语艺术课堂上的反种族主义阅读：对井上的学科素养回应（2020）

Q2 Social Sciences

Journal of College Reading and Learning Pub Date : 2022-10-02 DOI:10.1080/10790195.2022.2116128

Todd Reynolds, Jodi P. Lampi, J. P. Holschuh, Leslie S. Rush

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引用次数: 0

摘要

本文是对井上(2020)的文章《教反种族主义阅读》的回应。我们的重点是将他的框架语境化，使用学科素养视角来阅读中学和中学后英语语言艺术(ELA)课堂上的文学文本。在简要解释了井上(2020)和学科素养(特别是英语语言艺术)提出的建议后，我们建议在阅读文学文本时纳入井上的框架，以支持反种族主义的阅读和解释实践。我们还提供了两个警告。首先，口译必须以学生为主导，这包括口译交流的形式。其次，文学理论植根于种族主义实践，这就需要新的视角来解读文本。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Antiracist Reading in English Language Arts Classrooms: A Disciplinary Literacy Response to Inoue (2020)

ABSTRACT This paper is a response to Inoue’s (2020) article, Teaching Antiracist Reading. Our focus is to contextualize his framework using a disciplinary literacy lens for reading literary text in secondary and postsecondary English Language Arts (ELA) classrooms. After briefly explaining the recommendations made by Inoue (2020) and disciplinary literacy, specifically in English Language Arts, we suggest opportunities for incorporating Inoue’s framework when reading literary text to support antiracist reading and interpretive practices. We also provide two caveats. First, interpretations must be student-led, which includes the form in which those interpretations are communicated. Second, literary theory has been rooted in racist practices, which necessitates new lenses to interpret the texts.

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来源期刊

Journal of College Reading and Learning Social Sciences-Linguistics and Language

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： The Journal of College Reading and Learning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.