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Becoming critical researchers : literacy and empowerment for urban youth

Author: Ernest Morrell
Publisher: New York : P. Lang, ©2004.
Series: Counterpoints (New York, N.Y.), v. 227.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
"Becoming Critical Researchers analyzes the findings of a two-year ethnographic study of the apprenticeship of urban youth as critical researchers of popular culture. Drawing on new literacy studies, critical pedagogy, and sociocultural learning theory, this book documents the changes in student participation within a critical research-focused community of practice. These changes include the acquisition and  Read more...
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Genre/Form: Case studies
Cas, Études de
Cas, études de
Document Type: Book
All Authors / Contributors: Ernest Morrell
ISBN: 0820461997 9780820461991
OCLC Number: 51900400
Description: viii, 168 pages ; 23 cm.
Contents: I: Introduction, theory, method, and context --
Theory --
Method --
Context --
II: Ethnography --
Summer seminar 1999: becoming legitimate peripheral participants --
1999-2000: engagements with critical research and popular culture --
Summer seminar 2000: becoming critical researchers --
2000-2001: toward full participation --
The diverse urban high school as a site of conflict between forces seeking to promote and disrupt social reproduction: implications for radical school reform --
III: Lessons and implications.
Series Title: Counterpoints (New York, N.Y.), v. 227.
Responsibility: Ernest Morrell.
More information:

Abstract:

"Becoming Critical Researchers analyzes the findings of a two-year ethnographic study of the apprenticeship of urban youth as critical researchers of popular culture. Drawing on new literacy studies, critical pedagogy, and sociocultural learning theory, this book documents the changes in student participation within a critical research-focused community of practice. These changes include the acquisition and development of academic and critical literacies and the resulting translations of these literacies into increased academic performance, greater access to college, and commitment to social action. This book inserts critical and postmodern theory into the conception and evaluation of classroom practice and its findings suggest that programs centering on the lived experiences of teens can indeed achieve the goals of critical education, while also promoting academic achievement in urban schools."--Jacket.

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