Abstract
This paper explores how teachers and students negotiate what counts as valid language and literacies in the classroom and in society. Discourse analysis illustrates how a white, female teacher validates African American students’ culturally grounded discourse practice of Signifyin(g) as a legitimate literacy.
Original language | English |
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State | Published - Nov 2010 |
Event | National Council of Teachers of English Annual Conference - Orlando, FL Duration: Nov 1 2010 → Nov 30 2010 |
Other
Other | National Council of Teachers of English Annual Conference |
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Period | 11/1/10 → 11/30/10 |