Picturing Culturally Relevant Literacy Practices: Using Photography to See How Literacy Pedagogies Matter to Urban Youth
DOI:
https://doi.org/10.18251/ijme.v15i2.555Keywords:
Literacy education, English education, urban education, cultural relevance, multicultural education, photo elicitation, youth perspectivesAbstract
This article reports on the findings of a photography and literacy project the authors conducted with 117 diverse city students. Relying on a critical pedagogy framework, the foundations for this study include research on cultural relevance, literacy, and visual sociology. The authors used Youth Participatory Action Research (YPAR) and photo elicitation methods to allow young adults to document their impressions of the purposes of, supports for, and impediments to school. Through a multi-stage process of analyzing these pictures and writings, the authors discovered insights about what youth believe are literacy pedagogies that are relevant to their cultures and help them to achieve in school.
Downloads
Published
2013-07-06
How to Cite
Zenkov, K., Pellegrino, A., Harmon, J., Ewaida, M., Bell, A., Lynch, M., & Sell, C. (2013). Picturing Culturally Relevant Literacy Practices: Using Photography to See How Literacy Pedagogies Matter to Urban Youth. International Journal of Multicultural Education, 15(2). https://doi.org/10.18251/ijme.v15i2.555
Issue
Section
Articles (Peer-reviewed)
License
So that authors and publisher may be protected from the consequences of unauthorized use of the contents published in IJME, we require, as a condition of publication, that authors assign us all rights, including subsidiary rights, to their work. This enables us to promote and distribute the contribution in professionally appropriate venues. Authors have nonexclusive license to use their work without charge and without further permission after it has been published by IJME, as long as the IJME publication is referenced.