An African American teacher and students engaged in meaningful reading and writing that included African American literature. These literacy experiences allowed the development of cultural models through exploring identity, questioning dominant narratives, and building capacity for literary analysis. This study shows how meaningful literacy pedagogy for African American students can be implemented during the school day despite the pressures of a heavily constrained curriculum.

中文翻译：

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挣扎于思想：农村美国黑人社区中的青春期作家

一位非洲裔美国老师和学生从事有意义的阅读和写作，其中包括非洲裔美国文学。这些识字经历通过探索身份，质疑主流叙事以及建立文学分析能力，从而发展了文化模式。这项研究表明，尽管课程受到很大限制，但在上学期间如何为非裔美国学生实施有意义的扫盲教学法。