Crossing Boundaries

by Kinloch, Valerie; Heath, Shirley Brice

• ISBN13: 9780807752944
• ISBN10: 0807752940
• Format: Paperback
• Copyright: 2012-01-27
• Publisher: Teachers College Pr

Summary

In her new book, Valerie Kinloch, award-winning author of Harlem on Our Minds, sheds light on the ways urban youth engage in "meaning-making" experiences as a way to assert critical, creative, and highly sophisticated perspectives on teaching, learning, and survival. Kinloch rejects deficit models that have traditionally defined the literacy abilities of students of color, especially African American and Latino/a youth. In contrast, she "crosses boundaries" to listen to the voices of students attending high school in New York City's Harlem community. In Crossing Boundaries, Kinloch uses a critical teacher-researcher lens to propose new directions for youth literacies and achievements. The text features examples of classroom engagements, student writings and presentations, discussions of texts and current events, and conversations on skills, process, achievement, and underachievement.

Author Biography

Valerie Kinloch is associate professor in literacy studies at The Ohio State University. In addition to her other books, she has recently published Urban Literacies: Critical Perspectives on Language, Learning, and Community and Harlem on Our Minds: Place, Race, and the Literacies of Urban Youth.

Table of Contents

Series Foreword	p. ix
Foreword	p. xiii
Acknowledgments	p. xvii
Introduction: "Miss, You Crazy for This": Crossing Boundaries and Collaborating for Change	p. 1
Centering Students	p. 4
Reaching Forward	p. 6
Crossing Boundaries in Teaching and Teacher Education	p. 10
Confronting Differences as a Meaning Making System	p. 13
Getting Started: Crossing Boundaries as Lessons in Social Change	p. 26
Equity and Diversity in Teaching and Learning: Case Studies at Perennial High School	p. 31
A Look at East Harlem as Local Context	p. 35
A Look at Perennial High School as Case	p. 36
Reflections from Fieldnotes	p. 39
Senior English at Perennial and Methodological Issues	p. 46
Cases and Conditions: Looking Ahead	p. 50
Damya's Democracy: Classrooms as Sites of Literacy Engagements	p. 51
Getting Going and Searching for Answers	p. 52
"You've Gotta Have...That Combo to Have Democracy": Classrooms as Sites of Engagement	p. 55
Democratic Engagements as Situated Practice in Teaching and Learning	p. 57
Democratic Engagements in Practice	p. 60
Damya's Democracy: Not Yet Implications	p. 69
"Who You Calling a Writer?" Sincerely, Robert and Aureliano	p. 71
We Are Writers	p. 73
Adopting a Writerly Stance	p. 76
Sincerely, Robert and Aureliano	p. 88
Cryin' for Christina	p. 90
Who's Cryin'?	p. 91
Power and People's Children	p. 92
Literate Identities	p. 95
Moving Out of Silence and Working Through Struggles	p. 111
Beyond Classroom Teaching: Literacy and Social Justice in the Library Foyer	p. 113
"Is This Literacy?" Learning in the Library Foyer	p. 116
Breaking Through: On Not Relying on Assumptions	p. 119
"Afraid of Afraid": Closing Suggestions	p. 121
Students in the English Course	p. 125
Questions from Pre-Service Teacher Education Candidates to High School Students	p. 127
References	p. 131
Index	p. 139
About the Author	p. 145
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