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Merging Past and Present: Historical African American Literacy Development and Culturally Sustaining Pedagogy in the Contemporary English Language Arts Classroom

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thesis
posted on 10.06.2019 by Lauren E Dalton
For African Americans, literacy has historically been rooted in passion, collaboration, and social justice. This study explores two distinct sites of historical African American literacy development: literary societies of the 1800s and print culture of the Harlem Renaissance. Notably, literacy and culture were fundamentally intertwined during these times, creating an urgency and inspiration for literary pursuits not often seen today. In an effort to rekindle this reverence and utility for literacy in classrooms today, a culturally sustaining pedagogy is called for. Culturally sustaining pedagogy seeks to leverage students’ cultural knowledge and skills. By culturally aligning curriculum and instruction, educators position students to experience the transformative power of literacy—a transformative power that was evident in African American literary societies and through the Harlem Renaissance print culture. This study seeks to merge historical and contemporary approaches to literacy development to reconceptualize literacy education and engagement for all students.

History

Degree Type

Master of Science in Education

Department

Curriculum and Instruction

Campus location

West Lafayette

Advisor/Supervisor/Committee Chair

Tara Star Johnson

Additional Committee Member 2

Christian Knoeller

Additional Committee Member 3

Cornelius Bynum

Licence

Exports