Black lives, literacies, and homelessness in the smog of whiteness

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dc.contributor.author Jacobs, Mary en
dc.coverage.spatial Atlanta, Georgia, USA en
dc.date.accessioned 2018-10-02T02:12:54Z en
dc.date.issued 2016-11-18 en
dc.identifier.uri http://hdl.handle.net/2292/38150 en
dc.description.abstract Counterportraits from a qualitative study of family literacy at a homeless shelter illustrate the impact of institutionalized racism on parent narratives about neighbourhoods, communities, and schools. Black parents privileged Whiteness through “minority majority storytelling” (Solórzano & Yosso, 2002) to make sense of their lives in the context of homelessness. The counterportraits illuminate the urgency for teachers to work toward culturally sustaining pedagogy and curriculum to dismantle the White supremacist structures and ideologies dominant in schools. en
dc.relation.ispartof General Session of the Membership - Center for the Expansion of Language and Thinking en
dc.relation.ispartof National Council of Teachers of English 105th Annual Convention en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Black lives, literacies, and homelessness in the smog of whiteness en
dc.type Presentation en
dc.rights.holder Copyright: The author en
pubs.author-url https://www.celtlink.org/ en
pubs.finish-date 2016-11-20 en
pubs.start-date 2016-11-17 en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.subtype Invited en
pubs.elements-id 676065 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
pubs.record-created-at-source-date 2017-09-27 en


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