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// The role of culturally relevant pedagogy in forging positive literacy identities among urban students // Abstract: Urban students of color often perceive themselves to be isolated by exclusive narratives about what it means to be literate. Their enacted literacy in social situations is often deemed as incorrect and therefore unwelcome in the context of schooling. Through an examination of current literature, this paper attempts to examine ways in which educators can utilize an inclusive, culturally relevant curriculum to build connections to and affirmations of existent literacy practices and capacities. (Key citations: Bartlett, 2007; Dolby, 2003; Duncan-Andrade & Morrell, 2005; Duncan-Andrade, 2007; Hill, 2010; Ladson-Billings, 1994)
 * ABSTRACT DRAFT**