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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
Gadsden, Vivian L.
Date
1993
In publication
Urban Education
Volume
27
Issue
4
Pages
352-369
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Theoretical
Language
en
Open access/full-text available
en No
Peer reviewed
en Yes
ISSN
0042-0859
DOI
10.1177/0042085993027004003
URL
Official Publisher's Webpage (SAGE Journals)
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
Cited in
Equity and Improvement: Engaging Communities in Educational Research
Item sets
OB Citations - Equity and Improvement: Engaging Communities in Educational Research

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