{"title":"教授反种族主义阅读","authors":"Asao B. Inoue","doi":"10.1080/10790195.2020.1787079","DOIUrl":null,"url":null,"abstract":"ABSTRACT In this article, Inoue offers an antiracist reading practice for students in literacy classrooms of all kinds. This practice draws on a number of disciplines in order to help students read in ways that help them see the structural and personal in the judgments they make with and in language as they read. Central to an antiracist reading practice is understanding White language supremacy and how all readers and texts participate in it, even as some struggle against it.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"50 1","pages":"134 - 156"},"PeriodicalIF":0.0000,"publicationDate":"2020-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1787079","citationCount":"11","resultStr":"{\"title\":\"Teaching Antiracist Reading\",\"authors\":\"Asao B. Inoue\",\"doi\":\"10.1080/10790195.2020.1787079\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT In this article, Inoue offers an antiracist reading practice for students in literacy classrooms of all kinds. This practice draws on a number of disciplines in order to help students read in ways that help them see the structural and personal in the judgments they make with and in language as they read. Central to an antiracist reading practice is understanding White language supremacy and how all readers and texts participate in it, even as some struggle against it.\",\"PeriodicalId\":37761,\"journal\":{\"name\":\"Journal of College Reading and Learning\",\"volume\":\"50 1\",\"pages\":\"134 - 156\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-07-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/10790195.2020.1787079\",\"citationCount\":\"11\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of College Reading and Learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/10790195.2020.1787079\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of College Reading and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10790195.2020.1787079","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
ABSTRACT In this article, Inoue offers an antiracist reading practice for students in literacy classrooms of all kinds. This practice draws on a number of disciplines in order to help students read in ways that help them see the structural and personal in the judgments they make with and in language as they read. Central to an antiracist reading practice is understanding White language supremacy and how all readers and texts participate in it, even as some struggle against it.
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.
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