This study explores the disciplinary literacy perspectives of middle school students of color attending urban parochial schools and the reader subject positions they took up across content-area classrooms. Qualitative analysis of 19 student interviews and accompanying observations of subject-area classes revealed that students’ constructions of reading, circumscribed by classroom literacy activities, inhibited discipline-specific reading subject positions. In particular, this study highlights how teachers’ reading activities promoted reading as being about accomplishing a task rather than being apprenticed in ways of taking discipline-specific knowledge from text. When the boundaries between students’ home literacy experiences and school disciplinary literacy experiences were more contiguous, and when more meaningful, authentic literacy experiences were provided, students evidenced deeper disciplinary literacy engagement. Educational implications, including troubling disciplinary knowledge to open the disciplines to wider ways of knowing and learning for all learners, are discussed.

中文翻译：

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“我知道如何阅读，但是。. .”：有色人种中学生纪律阅读结构

本研究探讨了就读于城市教区学校的有色人种中学生的学科素养观点以及他们在内容区域课堂中占据的读者主题位置。对 19 名学生访谈的定性分析和对学科领域课程的伴随观察表明，学生的阅读建构受课堂识字活动的限制，抑制了特定学科的阅读学科职位。特别是，这项研究强调了教师的阅读活动如何促进阅读是为了完成一项任务，而不是以从文本中获取学科特定知识的方式学徒。当学生的家庭扫盲经历和学校纪律扫盲经历之间的界限更连续，更有意义时，提供了真实的扫盲体验，学生证明了更深入的学科扫盲参与。讨论了教育意义，包括令人不安的学科知识，为所有学习者打开学科以更广泛的认识和学习方式。