While a wealth of scholarship has investigated White teachers’ abilities to realize the aims of culturally responsive teaching in urban secondary English classrooms, studies that query the canonically-specific challenges teachers face when attempting to actualize equity-driven instruction are less frequently forwarded. To that end, this ethnographic case study tells the story of Sam Winters, a White teacher of British literature, who negotiated multiple forms of Whiteness—both his own and his required curriculum’s—to effect participatory realities for his urban students. Data, which were collected over five months, were treated with layers of deductive and inductive codes. Findings reveal obstructions to culturally responsive canonical instruction, such as sociocultural tensions between privileged and marginalized persons and texts, including canonically-specific incongruences between the curriculum and Sam’s students; fear of punitive fallout and time likewise constrained his efforts. Yet, buttressed by his dialogic classroom community, Sam delivered a canonical counter-curriculum that cultivated students’ sociopolitical consciousness and provided them with multimodal opportunities to restory themselves into and against required British literature texts. Implications, including the transformative powers of implementing canonical counter-curricula, and the value of leveraging teachers’ multi-dimensional sociocultural identities as cultural assets that position them to effect culturally responsive instruction, are discussed.

Shaking Off Shakespeare: A White Teacher, Urban Students, and the Mediating Powers of a Canonical Counter-Curriculum

In contrast to the educational research and policy literature depicting urban adolescents as reluctant and struggling readers and writers, young people in recent young adult novels claim writing as an efficacious practice for self-discovery and social understanding. Analysis of the images of writers and writing in Locomotion and Call Me Maria provide insights into both urban adolescents and literacies as social practices. Framed by New Literacy Studies, analysis of the novels finds that the characters use writing to document and process life-altering events; to seek meaning and inspiration in their surroundings; to resist ascribed identities; and to search for a sense of belonging in the sociopolitical landscape in which they are often marginalized due to their race, gender, youth, and/or language. This article argues that the novels humanize and dramatize adolescent literacies in ways that test results and crisis language often disguise and distort.

“Spinning Themselves into Poetry”: Images of Urban Adolescent Writers in Two Novels for Young Adults

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Examining Formal and Enacted Curricula for Culturally Responsive Strategies Regarding the Needs of Black Female Students: A Qualitative Content Analysis

OF THE THESIS Analysis of Children’s Literary Criticism: How Scholars Examine Gender, Race/Ethnicity, and Sexuality in Picture Books by Irina Chukhray Master of Arts in Women’s Studies San Diego State University, 2010 My thesis examines how scholars evaluate gender bias, representations of race/ethnicity, and sexuality in children’s picture books. I review scholarship analyzing picture books by focusing on studies published in the United States between 1970 and 2009. I explore the variables that scholars examine in picture books (e.g. appearance, personality characteristics, language, occupations, cultural representations). Basing my thesis on feminist theoretical framework by Kimberle Crenshaw and Deborah King, I investigate whether scholars evaluate picture books from a monist perspective (focusing only on one theme such as gender) or from an intersectional perspective (focusing on multiple themes such as gender, race/ethnicity, and sexuality). I also discuss the differences in how scholars evaluate picture books now compared to earlier studies in the 1970s. My research demonstrates that most scholars examine children’s books from monist perspectives; they focus on one theme and some briefly mention other themes. My thesis is unique in that I evaluate the method of study that scholars utilize; I examine how and what in picture books scholars study. Most scholars follow the formula of summarizing previous research studies and then analyzing picture books. But unlike my thesis, not a single scholar has analyzed how other scholars examine picture books. In conducting this meta-analysis, I discovered that scholars examining gender bias focused largely on quantity (frequency of female versus male characters) and quality (what roles female and male characters play). Scholars examining racial bias focused almost entirely on quantity (frequency of characters of color in books). Additionally, most scholars analyzing race/ethnicity focused on representations of African-American characters only. Very few studies examined multiethnic representations in general and very few studies examined representations of characters of color other than African-American. Scholars examining sexuality focused mostly on quality (whether or not gay/lesbian characters were portrayed positively) and none have focused on bisexual or transgender characters. In the final analytical section of my thesis, I evaluate six picture books from an intersectional perspective. Some of the books I chose to evaluate were examined by other scholars; I compare what they examined and what they omitted.

Analysis of children's literary criticism how scholars examine gender, race/ethnicity, and sexuality in picture books

Fictional fathers: gender representation in children's fiction

Another Look at the Portrayal of Mexican-American Females in Realistic Picture Books: A Content Analysis, 1990-1997.

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Another Look at the Portrayal of Mexican-American Females in Realistic Picture Books: A Content Analysis, 1990-1997.