{"title":"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","authors":"Ting Yuan, Rachel Grant","doi":"10.1080/02568543.2023.2212289","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Digital Storytelling of Two “Underperforming” and “Misbehaving” Boys of Color in a 2nd-Grade Classroom\",\"authors\":\"Ting Yuan, Rachel Grant\",\"doi\":\"10.1080/02568543.2023.2212289\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":46739,\"journal\":{\"name\":\"Journal of Research in Childhood Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2023-05-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in Childhood Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/02568543.2023.2212289\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Childhood Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/02568543.2023.2212289","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.