Urban literacies : critical perspectives on language, learning, and community

| July 12, 2011

Title: Urban literacies : critical perspectives on language, learning, and community

Author: Valerie Kinloch (Ed

Publisher: Teachers College Press

Call number: LC5131 .U696 2011

From the Publisher:

”This volume presents us with guidance rooted in rigorous research, guidance for teachers and teacher education to be empowered to learn from and build upon the linguistic and creative energy bounding on street corners, in community bookstores, out of digital devices, and through Internet airwaves…We are inspired by the scholars in this historic volume who are paving new groundwork for empowering literacies in schools and communities.”

In this collection of research on issues in urban education, new and emerging scholars of color in the field have authored theoretically rich and practically sound chapters that extend current conversations on the literate lives, academic achievements, and social networking systems of students of color in urban environments during and after school time. The primary focus of this book is to closely and carefully investigate–through rigorous research, various theoretical orientations, and diverse methodologies–meanings of and current concerns with urban education in the lives of children, youth, and adults of color across three intersecting spectrums.

About the author:

Dr. Valerie Kinloch is Associate Professor in Literacy Studies (Adolescent Literacy & English Education) in the College of Education and Human Ecology at The Ohio State University. She holds affiliate appointments in the Department of English and the Department of Women’s Studies at OSU. She earned her B.A. in Honors English at Johnson C. Smith University, her M.A. in English and African American Literature at Wayne State University, and her Ph.D. in English with emphasis in Composition and Rhetoric at Wayne State University. Prior to joining the faculty at OSU, Dr. Kinloch was on faculty at Teachers College, Columbia University in New York City. There, she worked with masters and doctoral level students at Teachers College and with students and teachers in local high schools. She was a visiting senior English instructor at a high school in Harlem. Prior to this, she worked as a Writing Resident in an urban middle school through the Writers-In-The-Schools program in Houston, Texas.

Her research interests include the social and literary lives, literacy learning, and collaborative engagements of youth and adults in and out-of-school spaces, particularly in urban contexts. She is the author of several journal articles, including “Revisiting the Promise of Students’ Right to Their Own Language: Pedagogical Strategies” (in College Composition and Communication Journal), “‘The white-ificaton of the hood’: Power, politics, and youth performing narratives of community” (in Language Arts Journal), “‘To not be a traitor of Black English’: Youth perceptions of language rights in an urban context,” in Teachers College Record), and, among other articles, “Suspicious spatial distinctions: Literacy research with students across school and community contexts” (in Written Communication). Her co-authored book, Still Seeking an Attitude: Critical Reflections on the Work of June Jordan, was released in 2004, and her single- authored biography on poet-educator June Jordan titled, June Jordan: Her Life and Letters, was published in 2006. Dr. Kinloch was awarded a Spencer Foundation Small Research Grant as well as a Grant-in-Aid from the National Council of Teachers of English (NCTE) to support her work on the writing, literacy, and activist practices of African American and Latino/a high school and first generation college students in urban settings. In particular, this work examines how community gentrification and a politics of place can heavily impact the lives, literacy practices, and survival strategies of urban youth of color.

On the web: