Preview this article: 2022 NCTE Presidential Address: Equity, Justice, and Antiracist Teaching: Who Will Join This?, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/57/3/researchintheteachingofenglish32359-1.gif

This article discusses findings from two interconnected ethnographic studies on the out-of-school literacy practices of Black adolescent males: 18-year-old Khaleeq from the US Northeast, and 18-year-old Rendell from the US Midwest. The data analyzed derive from their engagements in nonschool, community-based, social justice initiatives that, we argue, represent rejections of deficit narratives about who they are (their racialized and gendered identities) and what they allegedly cannot do (their literacy capacities and capabilities). Utilizing a critical literacy approach that attends to out-of-school contexts, race, and counternarratives allows us to demonstrate how they questioned narratives of failure that unfairly place blame on Black youth and not on the structural inequalities endemic to US society. These narratives include (among others): the widening gap in achievement and high school graduation rates between Black and White male students in the United States; the school-to-prison pipeline and increasing drop-out and push-out rates that impact high school–aged Black males; and the overrepresentation of Black males in special education classes. Khaleeq and Rendell used literacies to question these racialized narratives and their consequences, and to produce counternarratives to negative assumptions about Black adolescents. As a result, we focus on how they cultivated their literacies, nurtured their spirits, and charted their own trajectories within community spaces when school was not enough. This analysis offers implications for how literacy practitioners and researchers can narrow the school community divide by lovingly attending to the out-of-school literacies of Black adolescents.

This issue’s guest editors indroduce the issue.

In what ways do students understand and document literacies within out-of-school communities in their school-sponsored writings? How can community literacy sites and public perceptions of community disrepair stimulate students to create written responses on the politics of place? These questions are at the heart of this article's investigation into relationships between writing and contexts. Drawing on research in writing and place as well as in out-of-school literacies, the author examines undergraduate writing students' investigations of literacy practices and acts of meaning making. She details how these acts can motivate students to both document and critique literacies within a local urban community in close proximity to their university setting. The author concludes by discussing how students critiqued forms of community literacies through writing, acts that have implications for the ways writing researchers can work to bridge distances (e.g., cultural, sociological, ideological, political) across school and community spaces.

Preview this article: Announcing the Alan C. Purves Award Winner (Volume 37), Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/38/3/researchintheteachingofenglish2943-1.gif