African American Literacies  book cover
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1st Edition

African American Literacies





ISBN 9780415268837
Published December 5, 2002 by Routledge
192 Pages

 
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Book Description

African-American Literacies is a personal, public and political exploration of the problems faced by student writers from the African-American Vernacular English (AAVE) culture.
Drawing on personal experience, Elaine Richardson provides a compelling account of the language and literacy practices of African-American students. The book analyses the problems encountered by the teachers of AAVE speakers, and offers African American centred theories and pedagogical methods of addressing these problems. Richardson builds on recent research to argue that teachers need not only to recognise the value and importance of African-American culture, but also to use African-American English when teaching AAVE speakers standard English.
African-American Literacies offers a holistic and culturally relevant approach to literacy education, and is essential reading for anyone with an interest in the literacy practices of African-American students.

Table of Contents

Introduction: don't we still have to prove our humanity? 1. Literacy, language, composition, rhetoric and (not) the African American student: sick and tired of being sick and tired 2. the literacies of African American-centered rhetoric and composition: freestylin' or lookin' for a style that's free 3. "To protect and serve": African American female literacies 4. African American-centered rhetoric, composition, and literacy: theory and research 5. Composition in a fifth key: rhetorics and discourses in an African American-centered writing classroom 6. Dukin' it out with "the powers that be": centering African American-centered studies and students in the traditional curriculum

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Author(s)

Biography

Elaine Richardson is Assistant Professor of English and Applied Linguistics at Pennsylvania State University.

Reviews

'A personal, public and political exploration of literacy education from the points of view of students from the African-American Vernacular English culture. The book offers teachers new ways of thinking about and incorporating linguistic diversity into their theories and pedagogical methods of addressing students from AAVE cultures.' - Wasafiri