Reading Race: The Construction of Identity, Meaning, and Literate Practices in a 9th Grade ELA Classroom [Under Review]

Item Type Journal Article
Author Laura Schneider VanDerPloeg
Abstract This study examines how students experienced and made meaning from situated and socially constructed racial identities in relation to their reading in an ELA classroom. Drawing from field notes and transcriptions of classroom discourse and interactions, in- and out-of-class interviews and ethnographic data, I use critical race theory to consider how critical instructional moments occurred when African American and White students’ racial and gender identities aligned with their literate practices, reader positions, and patterns of meaning-making during reading events in which issues of race were engaged. During such moments, the construction of racial identity in both the texts and context of classroom shaped and constrained students’ meaning making practices with texts, thereby restricting analytical reading and creating the potential to reinscribe White hegemony. Although the teacher sought to enact a pedagogy informed by ideals of social justice, findings highlight how students’ reading and meaning making practices during classroom literacy events served as important sites of negotiated racial meaning- and identity-making that can create, constrain, or complicate opportunities for transformative teaching and learning.
Publication Race, Ethnicity and Education
Issue December 2006
Date December 2006
Date Added 2012-10-13 15:57
Date Modified 2012-10-13 16:05