Dissertation/Thesis Abstract

The author has requested that access to this graduate work be delayed until 2018-07-17. After this date, this graduate work will be available on an open access basis.
Navegando la Frontera/Navigating the Border: Literacy Practices among and between Latina Immigrant and Urban, Low-Income Youth in the After-School Setting
by Kelly, Courtney Ryan, Ph.D., The Ohio State University, 2008, 272; 10631028
Abstract (Summary)

This activist ethnographic study analyzes the language and literacy practices within an after-school program designed to promote meaningful interactions between immigrant middle school students and their urban, low-income peers. These collaborations occurred when students engaged in pedagogical activities intended to heighten their awareness of themselves, their language and learning potential, and their capacity to resist situations and labels that limit their opportunities for social and academic success. Using a theoretical framework that supplements Cultural Historical Activity Theory with theories of social space and social practice, the study focuses on the agency displayed by and the interpersonal connections that developed between the young people as they worked to co-construct social maps of their school and to author and act in a multilingual video against gossip.

Indexing (document details)
Advisor: Enciso, Patricia
Commitee: Enciso, Patricia, Marcia, Farr, Mariko, Haneda
School: The Ohio State University
Department: Teaching and Learning
School Location: United States -- Ohio
Source: DAI-A 78/11(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Education, Literacy, Reading instruction, Language, Hispanic American studies
Keywords: Activity Theory, Critical pedagogy, Culturally relevant pedagogy, Literacy practices, Social space
Publication Number: 10631028
ISBN: 9780355013320