Book Chapters (Literacy.org)
Date of this Version
Literacy among African-American Youth: Issues in Learning, Teaching, and Schooling
Within the educational research community, social, cultural, and linguistic interpretations of group differences have become increasingly prevalent. Whether one considers infant care, women at work, or IQ scores, there is no shortage of research that describes the various social attributes that "must have" led to such differences. As a number of chapters in this volume have indicated, a cultural explanation seems far more palatable—and allows for more societal intervention—that predecessor biological (read racial) claims. Yet, what do we really know about how societal interventions can take place effectively in a given educational domain or for individuals with different cultural and ethnic experiences? One obvious conclusion from the chapters in this volume is that literacy work across ethnic diversity needs a grounding in both cultural diversity and in-depth cultural understanding. The differences in literacy development within the African-American community, and as contrasted with other ethnic groups in the United States, are becoming increasingly clear.
Originally published in Literacy Among African-American Youth: Issues in Learning, Teaching, and Schooling © 1995 Hampton Press. Reproduced with permission.
Wagner, D.A. (1995). Literacy and Cultural Differences: An Afterword. In Gadsden, V.L. & Wagner, D.A. (Eds.), Literacy Among African-American Youth: Issues in Learning, Teaching, and Schooling, 299-301. Cresskill NJ: Hampton Press.
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Language and Literacy Education Commons, Social and Philosophical Foundations of Education Commons
Date Posted: 31 May 2018