二年级课堂上两个“表现不佳”和“行为不端”的有色人种男孩的数字故事讲述

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Ting Yuan, Rachel Grant
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引用次数: 0

摘要

摘要学校纪律数据的差异表明,有色人种儿童,尤其是男孩,比白人同龄人受到更频繁、更严厉的纪律处分,这始于早期教育。在今天以印刷品为中心、身体受到限制的学校课程中,识字教学往往被简化为高度控制、水平化的读者和狭义的写作任务。根据一项定性研究的数据,我们呈现了城市二年级教室里两个有色人种男孩的文学反故事,他们都来自低收入单亲家庭,每个男孩在二年级之前都被最初报道为“表现不佳”,并有“不当行为问题”。在批判性种族理论、交叉性和种族语言学的批判性理论视角的框架下,本研究调查了嵌入两个并置案例中的数字文学、多模态和身份表现。研究结果阐述了培养有色人种男孩成为艺术个体的重要性,并提供有意义的、多模式的“写作”机会,以促进创造力、包容性和教育公平。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Digital Storytelling of Two “Underperforming” and “Misbehaving” Boys of Color in a 2nd-Grade Classroom
ABSTRACT Disparities in school discipline data indicate that children of color, particularly boys, receive more frequent and harsher disciplinary actions than their white peers, and this begins in early schooling. Within today’s print-centered, bodily restricted school curricula, literacy instruction is often reduced to highly controlled, leveled readers and narrowly tailored writing tasks. Drawing on data from a qualitative study, we present the literary counter-stories of two boys of color in an urban 2nd-grade classroom, both from low-income, single-parent families, each being initially reported as “low performing” and having “misbehavior issues” prior to 2nd grade. Framed by the critical theoretical perspectives of critical race theory, intersectionality, and raciolinguistics, the study investigates digital literacies, multimodality, and identity performances embedded in two juxtaposed cases. The findings address the significance of cultivating boys of color as artistic individuals and providing meaningful, multimodal “writing” opportunities to promote creativity, inclusivity, and educational equity.
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来源期刊
Journal of Research in Childhood Education
Journal of Research in Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
0.00%
发文量
27
期刊介绍: The Journal of Research in Childhood Education, a publication of the Association for Childhood Education International, features articles that advance knowledge and theory of the education of children, infancy through early adolescence. Consideration is given to reports of empirical research, theoretical articles, ethnographic and case studies, participant observation studies, and studies deriving data collected from naturalistic settings. Cross-cultural studies and those addressing international concerns are welcome.
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