以反种族主义阅读为中心的阅读奖学金——反种族主义读书实践的阅读策略应用

Q2 Social Sciences Journal of College Reading and Learning Pub Date : 2022-10-02 DOI:10.1080/10790195.2022.2124207

E. Suh, James M. Dyer

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引用次数: 2

摘要

在这篇文章中，我们提供了一个充满爱的批判，(重新)中心井上的反种族主义阅读框架在阅读学术。特别是，我们质疑未能纳入显性阅读策略指导的种族扫盲应用的方向和有效性。当教学支持学生当前的读写能力和成长优势时，发展性读写班可以成为反种族主义的重要空间。我们探索应用以阅读学术为中心的反种族主义扫盲实践的潜力。通过个人课堂实例，我们描述了我们在实施阅读策略指导方面所做的努力，这些阅读策略指导增强了反种族主义阅读在IRW中的有效性。

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(Re)centering Antiracist Reading in Reading Scholarship: Reading Strategy Applications for Antiracist Reading Praxis

ABSTRACT In this article, we offer a loving critique that (re)centers Inoue’s antiracist reading framework in reading scholarship. In particular, we question the orientation and effectiveness of racial literacy applications that fail to incorporate explicit reading strategy instruction. Developmental literacy classes can be an important space for antiracism when instruction supports our students’ current literacy strengths and growth edges. We explore the potential for applying antiracist literacy practice centered within reading scholarship. Through personal classroom examples, we describe our efforts to implement reading strategy instruction that amplifies the effectiveness of antiracist reading in IRW.

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来源期刊

Journal of College Reading and Learning Social Sciences-Linguistics and Language

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： The Journal of College Reading and Learning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.