How Broken English Made Me Whole
Subtitle: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework
By: Jamila Lyiscott
Publisher: [publisher not identified]
Published: 2015
Place of publication: [New York, N.Y.?]
Language: eng
Description: This critical ethnographic study investigated an afterschool Youth Participatory Action Research (YPAR) space that seeks to develop New Literacies and academic literacies in urban youth between the ages of 13-19. Utilizing a sociocultural lens, which asserts that literacy is a social practice (Gee, 1991), I examined the racial and literate identities of research participants who self-identify as Black and explored the potential of this participatory space to develop their literate identities and to broaden their critical meta-awareness. My findings suggest that prioritizing the Social Dimension of literacy is urgent for Black students in the classroom, that culturally sustaining literacies can have a powerful iterative relationship with academic literacies in the classroom, and that YPAR instruction must more intentionally attend to the role of literacy in youth qualitative inquiry.
Notes: Department: Arts and Humanities.

Thesis advisor: Ernest Morrell.

Thesis (Ph.D.)--Columbia University, 2015.