Poetic Expressions: Students of Color Express Resiliency Through Metaphors and Similes
Citations
8 citations
Cites background from "Poetic Expressions: Students of Col..."
...…or attributes, supportive family relationships/family cohesion and warmth, and access to community resources/support (external support systems) (Garmezy, 1985, 1991; Hall, 2006, 2007; Holzman, 2008, Masten et al., 1999; Myers & Taylor, 1998; Poindexter, 2000; Wallace & Fisher, 2007)....
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...Those with the right supports are more likely to achieve academic success (Hall, 2007)....
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...…have to consider the needs of the whole child in their development of school curriculum and culture in a manner that compliments the strengths and inadequacies of their homes and neighborhoods (Delpit, 2006; Hale, 1986; Hall, 2006, 2007; Nogeura, 2003, 2008; Nogeura & Wing, 2006; Wilson, 1987)....
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...…influences: (a) individual characteristics, (b) supportive relationships with at least one parent or relative, and (c)) access to community resources and support (Garmezy, 1991; Hall, 2006, 2007; Holzman, 2008; Masten et al., 1999; Myers & Taylor, 1998; Poindexter, 2000; Wallace & Fisher, 2007)....
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8 citations
Additional excerpts
...The potential of metaphors about race to advance these ends makes them a compelling area of future study. As stated, research on metaphors in teacher education has largely focused on teachers-as-speakers of metaphors about educator identity and practice. The possibilities of teachers-as-hearers of metaphor have yet to be established in the literature. Since metaphors are used to enhance understanding (Beard, 1995; Gates, 1988; Lakoff, 1993; Lakoff & Johnson, 2008; Mitchell-Kernan, 1972), encouraging students to complete metaphor elicitation prompts about their racial experiences can help teachers reflect on students.’ For example, the concept of racial instability and uncertainty is an abstract one. This abstractness might influence teachers’ senses of fear, defensiveness, silence, ‘puzzlement or uncertainty’ (Milner, 2003, p. 176) when asked to reflect on the implications of race and racism for teaching and learning in their classroom (see also Gay & Kirkland, 2003; Parsons et al., 2004). Metaphors might improve teachers’ insight into the complex institutional relationships that contribute to reality of racial instability and uncertainty for their students, and the varied ways that black students respond to this reality. Students’ metaphorical expressions about race bear the potential to promote the informed, empathetic practitioner dispositions that critical race scholars and advocates of culturally relevant pedagogy have long argued are central to creating more equitable learning environments (Brazziel, 1964; Ladson-Billings, 1992; Milner, 2007; Warren, 2013; Weems, 2003). Deep understandings of students’ ‘home lives and personal experiences,’ as well as the recognition of ‘the social and cultural implications of being a Person of Color in a multiracial society’ (Warren, 2013, p. 6) are characteristic of these dispositions. Brazziel (1964) argued that dispositions of informed empathy support teachers in entering the world of the student, seeing the world through the student’s eyes, and equipping themselves to utilize student voice ‘to develop broader and more accurate’ conceptualizations of race (p. 385). As the vignettes above indicate, examining students’ metaphors about race offers insight into their home lives, social relationships, and personal experiences. These expressions also highlight how students understand race, and the ways in which their individual and collective racial experiences might influence their personal, behavioral, and academic decisions. Further work in this area also heeds Weems (2003) call for ‘the need for dialogue around issues of race, cultural relevancy, language tolerance, empathy, and compassion’ in teacher preparation programs (p....
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...The potential of metaphors about race to advance these ends makes them a compelling area of future study. As stated, research on metaphors in teacher education has largely focused on teachers-as-speakers of metaphors about educator identity and practice. The possibilities of teachers-as-hearers of metaphor have yet to be established in the literature. Since metaphors are used to enhance understanding (Beard, 1995; Gates, 1988; Lakoff, 1993; Lakoff & Johnson, 2008; Mitchell-Kernan, 1972), encouraging students to complete metaphor elicitation prompts about their racial experiences can help teachers reflect on students.’ For example, the concept of racial instability and uncertainty is an abstract one. This abstractness might influence teachers’ senses of fear, defensiveness, silence, ‘puzzlement or uncertainty’ (Milner, 2003, p. 176) when asked to reflect on the implications of race and racism for teaching and learning in their classroom (see also Gay & Kirkland, 2003; Parsons et al., 2004). Metaphors might improve teachers’ insight into the complex institutional relationships that contribute to reality of racial instability and uncertainty for their students, and the varied ways that black students respond to this reality. Students’ metaphorical expressions about race bear the potential to promote the informed, empathetic practitioner dispositions that critical race scholars and advocates of culturally relevant pedagogy have long argued are central to creating more equitable learning environments (Brazziel, 1964; Ladson-Billings, 1992; Milner, 2007; Warren, 2013; Weems, 2003). Deep understandings of students’ ‘home lives and personal experiences,’ as well as the recognition of ‘the social and cultural implications of being a Person of Color in a multiracial society’ (Warren, 2013, p. 6) are characteristic of these dispositions. Brazziel (1964) argued that dispositions of informed empathy support teachers in entering the world of the student, seeing the world through the student’s eyes, and equipping themselves to utilize student voice ‘to develop broader and more accurate’ conceptualizations of race (p....
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8 citations
Cites background or result from "Poetic Expressions: Students of Col..."
...Our findings affirm the ability of young people to move beyond risks encountered in the home environment when provided a safe space for reading engagement (H. Hall, 2007)....
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...Similarly, L. A. Hall (2007) worked with middle school students labeled as struggling to help them consider who they wanted to become as readers....
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...Hall, 2007). Additionally, our findings help explain how the assumption of a more questioning stance toward one’s childhood upbringing can elicit a reappraisal of the norms and values embedded in the particular social construct of one’s youth and invoke adaptation of new elements into one’s identity. Young people who are invited to reflect upon and actively critique what they were taught by their parents, guardians, and elders may be better suited to successfully negotiate positive identities in reading. Supportive space is important, but the opportunity to think critically in that space seems essential. This finding reaffirms Lesley’s (2008) argument that young people have the knowledge and strength to engage in difficult thinking but are not always encouraged to demonstrate this authentically in classrooms....
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...H. Hall (2007) explored such reconceptualizations when he described the experiences of high school, male, African American and Latino students participating in an after-school program....
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6 citations
Cites background from "Poetic Expressions: Students of Col..."
...Adolescence is an inherently stressful stage of life, given the myriad associated biological, cognitive and social changes (Conger & Petersen, 1984; Hall, 2007; Licitra-Kleckler & Wass, 1993, Munsch & Wampler, 1993)....
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...Rarely, however, are we 134 presented with studies that highlight their ability to competently move beyond the risks they encounter (Hall, 2007)....
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...Promoting a school climate that places emphasis on the study of success, as opposed to the study of failure, is paramount to maintaining high expectations and aspirations and being goal-oriented, with effective problem solving skills contributing to the development of social resilience and competence (Floyd, 1996; Griffin & Allen, 2006; Hall, 2007; Wang, Haertel & Wahlberg, 1994)....
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...…to the study of failure, is paramount to maintaining high expectations and aspirations and being goal-oriented, with effective problem solving skills contributing to the development of social resilience and competence (Floyd, 1996; Griffin & Allen, 2006; Hall, 2007; Wang, Haertel & Wahlberg, 1994)....
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...134 presented with studies that highlight their ability to competently move beyond the risks they encounter (Hall, 2007)....
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5 citations
Cites background from "Poetic Expressions: Students of Col..."
..., their attire, or their use of language) (Hall, 2007; Taylor & Taylor, 2007)....
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...Research in this vein has examined the undeniable impact on learning of low socioeconomic background (Cartledge & Kourea, 2008; Patterson, Hale, & Stessman, 2007; Shiller, 2009; Tickner, 2008), single-parent households (Hammer, Farkas, & Maczuga, 2010; Somers, Owens, & Piliawsky, 2008; Stewart, 2007), difficulty accessing positive role models (Somers, Owens, & Piliawsky, 2009), inadequate healthcare and the deleterious biological effects of exposure to environmental toxins, such as lead and asbestos (Hall, 2007; McNeese-Ward, 2010; Vaughn et al., 2010), and the longstanding effects of racism (Dotterer, McHale, & Crouter, 2009; Hyland, 2005; Zirkel, 2005), which includes a lack of consideration of students’ cultures in elementary and secondary school curricula (Brown, 2007; Cartledge & Kourea, 2008; Ford & Kea, 2009; Love & Kruger, 2005; Monroe, 2005)....
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...Inadequate healthcare, exposure to environmental toxins such as lead and asbestos, single-parent households, and a lack of positive role models have each been identified as having the potential to negatively affect a child’s ability to learn (Cartledge & Kourea, 2008; Hall, 2007)....
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...been identified as having the potential to negatively affect a child’s ability to learn (Cartledge & Kourea, 2008; Hall, 2007)....
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...…of self (Milner, 2006), many African-American children attend schools that delegitimize their culture (Smith & Smith, 2009; Wiggan, 2008) and frown upon the manner in which they express their cultural affiliation (i.e., their attire, or their use of language) (Hall, 2007; Taylor & Taylor, 2007)....
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References
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"Poetic Expressions: Students of Col..." refers background in this paper
...From a psychosocial perspective, adolescents are engaged in a conscious and unconscious search for an autonomous identity as they seek to understand their social roles in life (Erikson, 1968; Marcia, 1980)....
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3,468 citations
"Poetic Expressions: Students of Col..." refers background in this paper
...Even though there is an abundance of work that focuses on why youth of color either fail or succeed academically (Cammarota, 2004; Conchas, 2001; Fordham & Ogbu, 1986; Juarez, 1996; Majors & Billson, 1992; Osborne, 2001), there is little research that concentrates on the dynamics that build…...
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2,001 citations
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