Member-only story

Race Literacy and Citizenship in the Heart of Virginia: Composition Literacy and Composition Studies

Charles Dickens

·18.6k Followers· Follow

Published in Resisting Brown: Race Literacy And Citizenship In The Heart Of Virginia (Composition Literacy And Culture)

5 min read · 3 weeks before

1.2k View Claps

69 Respond

Save

Listen

In the heart of Virginia, where the legacy of slavery and segregation still lingers, race is a constant presence in the lives of all who live there. For students in composition classrooms, race is often a difficult and uncomfortable topic to discuss. However, it is also a topic that is essential to understanding the world we live in.

Resisting Brown: Race, Literacy, and Citizenship in the Heart of Virginia (Composition, Literacy, and Culture)

by Department of The Army

5 out of 5

Language	:	English
File size	:	1402 KB
Text-to-Speech	:	Enabled
Screen Reader	:	Supported
Enhanced typesetting	:	Enabled
Word Wise	:	Enabled
Print length	:	166 pages

Race literacy is the ability to understand and talk about race in a way that is both accurate and respectful. It is a critical skill for all citizens, but it is especially important for those who live in diverse societies like the United States.

This book examines the ways in which race and citizenship are constructed and contested in the composition classroom. Through an analysis of student writing, classroom observations, and interviews, the author argues that composition literacy is a critical tool for understanding and challenging racial inequality.

Chapter 1: Race and Citizenship in the Composition Classroom

In the first chapter, the author provides an overview of the history of race and citizenship in the United States. She then discusses the ways in which race and citizenship are constructed and contested in the composition classroom.

The author argues that the composition classroom is a microcosm of the larger society. Just as race and citizenship are contested in the larger society, they are also contested in the composition classroom.

The author provides several examples of how race and citizenship are contested in the composition classroom. For example, she discusses the ways in which students often essentialize race and citizenship. She also discusses the ways in which students often conflate race and citizenship.

The author concludes the chapter by arguing that the composition classroom is a critical site for teaching about race and citizenship. She argues that composition teachers can help students to develop the critical thinking skills they need to understand and challenge racial inequality.

Chapter 2: Composition Literacy and Racial Inequality

In the second chapter, the author examines the ways in which composition literacy can be used to challenge racial inequality. She argues that composition literacy is a critical tool for understanding and challenging the ways in which race is constructed and used to justify discrimination.

The author provides several examples of how composition literacy can be used to challenge racial inequality. For example, she discusses the ways in which students can use composition to write about their own experiences with race and racism. She also discusses the ways in which students can use composition to analyze the ways in which race is represented in the media and popular culture.

The author concludes the chapter by arguing that composition literacy is a powerful tool for social change. She argues that composition teachers can help students to develop the critical thinking skills they need to challenge racial inequality and to create a more just and equitable world.

Chapter 3: Teaching about Race and Citizenship in the Composition Classroom

In the third chapter, the author provides practical advice for teaching about race and citizenship in the composition classroom. She discusses the importance of creating a safe and supportive learning environment. She also discusses the importance of using a variety of teaching methods and materials.

The author provides several specific examples of how to teach about race and citizenship in the composition classroom. For example, she discusses the use of role-playing exercises, simulations, and guest speakers. She also discusses the use of primary and secondary source materials.

The author concludes the chapter by arguing that teaching about race and citizenship in the composition classroom is essential for preparing students to live in a diverse and democratic society. She argues that composition teachers play a critical role in helping students to develop the critical thinking skills they need to understand and challenge racial inequality.

In the , the author summarizes the main arguments of the book. She argues that race literacy is a critical tool for understanding and challenging racial inequality

Resisting Brown: Race, Literacy, and Citizenship in the Heart of Virginia (Composition, Literacy, and Culture)

by Department of The Army

5 out of 5