Literacy, Education, and Identity among African-Americans: The Communal Nature of Learning
Item
Title
Literacy, Education, and Identity among African-Americans: The Communal Nature of Learning
Abstract/Description
The acquisition of literacy and uses of knowledge are tied to the transitions that people make and to understanding life and work in communities. They are intertwined with the community members' sense of self; history, and hopes for educational achievement. This article focuses on the dualism of literacy and education as an individual possession and communally embedded commodity within many segments of the African-American community. The discussion is based on the premise that literacy should be seen as a continuous, ever-changing activity, transformed by critical life events, translated as a result of life-span transitions, and defined and shaped by cultural and community beliefs about the price of education and the expected rewards of learning.
Author/creator
Date
In publication
Volume
27
Issue
4
Pages
352-369
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Theoretical
Open access/full-text available
No
Peer reviewed
Yes
ISSN
0042-0859
Citation
Gadsden, V. L. (1993). Literacy, Education, and Identity among African-Americans: The Communal Nature of Learning. Urban Education, 27(4), 352–369. https://doi.org/10.1177/0042085993027004003
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