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Article
Double Reading: Young Black Scholars Responding to Whiteness in a Community Literacy Program
School of Library and Information Science Faculty Research Publications
  • Carter Power Stephanie, Indiana University - Bloomington
  • Kafi D Kumasi, Wayne State University
Document Type
Article
Publication Date
1-1-2011
Abstract

This paper examines how W.E.B. DuBois' concept of double consciousness influenced the interactions of 13 Black youth inside an after school Community Literacy Intervention Program (CLIP). Du Bois, a pre-eminent 20th century Black sociologist, used double consciousness as a lens to help explain social and psychological tensions that African Americans encounter while negotiating their identities in a societal context structured mainly upon dominant white cultural and linguistic norms and values. The authors provide a conceptual framework for understanding the interpretive processes that signify double consciousness which includes: surveying the context; assessing risks and identity consequences; articulating mainstream or race conscious reads, and bridging/or disengaging. Implications for pre-service teachers and particularly urban educators are discussed.

Comments

This book chapter is the publisher's (Teachers College Press) version, previously published as: Kumasi, K. and Carter Power, S. (2011). Double Reading: Young Black Scholars Responding to Whiteness in a Community Literacy Program. From Valerie Kinloch (ed), Urban Literacies: Critical Perspectives on Language, Learning, and Community. New York: Teachers College Press. ISBN: 0807751820.

Reprinted by permission of the Publisher.

Copyright 2011 Teachers College Press. All rights reserved.

Please see Teachers College Press' website to purchase a copy of Urban Literacies.

Citation Information
Kumasi, K., & Carter Power, S. (2011). Double Reading: Young Black Scholars Responding to Whiteness in a Community Literacy Program. In Valerie Kinloch (Ed.), Urban Literacies: Critical Perspectives on Language, Learning, and Community (72-90). New York: Teachers College Press.