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作者

来源

URBAN EDUCATION,Vol.54,Issue1,P.89-125

语言

英文

关键字

identity; language; teacher beliefs; urban; social; ethnography; urban education; literacy; youth development; LITERACY; EDUCATION

作者单位

[Winn, Maisha T.] Univ Wisconsin, Language & Literacy, Madison, WI USA. [Winn, Maisha T.] Univ Wisconsin, Dept Curriculum & Instruct, English Educ, Madison, WI 53706 USA. Winn, MT (reprint author), Univ Wisconsin, Dept Curriculum & Instruct, 225 N Mills St, Madison, WI 53715 USA. E-Mail: maisha.winn@wisc.edu

摘要

In this article, the author uses a "humanizing research" framework to analyze longitudinal data collected over the course of 10 years during a multi-sited ethnography of youth poets in a poetry collective called Power Writing. Using qualitative interviews to understand the role that literacy continues to play in the lives of Power Writing alumni, the author demonstrates how Power Writing continues to influence youth poets' views on education as they continue their lives as college students, workers, parents, and partners.