Reading, Sharing, and Experiencing Literary/Lived Narratives About Contemporary Racism

TY - JOUR

T1 - Reading, Sharing, and Experiencing Literary/Lived Narratives About Contemporary Racism

AU - Brooks, Wanda M.

AU - Browne, Susan

AU - Meirson, Tal

PY - 2018

Y1 - 2018

N2 - This qualitative case study explores the literary/lived interpretations and experiences of middle school girls attending a book club located in an urban public school. We examine how the girls’ responses to depictions of racism in the novels read reveal the ways in which they understand and/or experience racism in their own lives? We ground this research in critical race theory. Our inductive analytic process yielded the following three themes: (a) storying racism, (b) trusting the injustice and (c) enduring through trauma. We conclude with implications for preparing preservice and in-service classroom teachers to confront racism in their instruction.

AB - This qualitative case study explores the literary/lived interpretations and experiences of middle school girls attending a book club located in an urban public school. We examine how the girls’ responses to depictions of racism in the novels read reveal the ways in which they understand and/or experience racism in their own lives? We ground this research in critical race theory. Our inductive analytic process yielded the following three themes: (a) storying racism, (b) trusting the injustice and (c) enduring through trauma. We conclude with implications for preparing preservice and in-service classroom teachers to confront racism in their instruction.

UR - http://www.scopus.com/inward/record.url?scp=85052380040&partnerID=8YFLogxK

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U2 - https://doi.org/10.1177/0042085918789733

DO - https://doi.org/10.1177/0042085918789733

M3 - Article

SN - 0042-0859

JO - Urban Education

JF - Urban Education

ER -