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Jennifer L. Wilson, Ph.D. University of South Carolina jlwilson@mailbox.sc IBBY 2010

“Kabob Norsk ” and “Talking Black”: Deconstructing Immigration and Minority Status through Text and Talk. Jennifer L. Wilson, Ph.D. University of South Carolina jlwilson@mailbox.sc.edu IBBY 2010. Theoretical Framework. Critical Literacy

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Jennifer L. Wilson, Ph.D. University of South Carolina jlwilson@mailbox.sc IBBY 2010

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  1. “Kabob Norsk” and “Talking Black”: Deconstructing Immigration and Minority Status through Text and Talk Jennifer L. Wilson, Ph.D. University of South Carolinajlwilson@mailbox.sc.edu IBBY 2010

  2. Theoretical Framework • Critical Literacy (Comber & Simpson, 2003; Edelsky, 1999; Harste et al., 2000; Harste, 1999; Janks, 2005; Lewison, Flint & Van Sluys, 2002; Luke & Freebody, 1997) • Talk (Barnes, 1975/1992; Friere, 1998) • Reader Response (Rosenblatt, 1979)

  3. Methodology • Context • Fulbright Roving Scholar Program • Norwegian Ungdomssoker • Questions • How can literature about US minority adolescents help Norwegian students better understand their own cultural tensions regarding immigrant and minority cultures? • What factors and pedagogies enable Norwegian students and teachers to critically analyze the word and the world? • Data Collection/Analysis • Field notes and artifacts • Constant Comparative Analysis/Triangulation

  4. Literature Circles • Tea party (Beers, date) • Pair-share short stories • “If you Kiss a Boy” (Sanchez, 2003) • “Jeremy Goldblatt is so not Moses” (Howe, 2003) • “So I Ain’t No Good Girl” (Flake, 2004) • Discuss-Jigsaw-Discuss • Symbolic Representation and Thesis Sentence

  5. There are tonz of different people in the US. !America is a mixed country with many different religions and cultures.!

  6. Text Set Discussions • Concept Q&A • Text Set Immersion • Immigration • Native Americans • Social class • Family stories • Discussion • Graffiti Board • Presentation

  7. Findings/Implications • Providing accessible texts enabled students to think deeply about issues • Using literature from other countries and encouraging complex connections through pedagogical choices enables students to reflect critically upon their own social worlds • Providing time for students to dialogue and move through multiple sign systems scaffolded their critical engagement with the texts

  8. Jennifer L. Wilson, Ph.D. University of South Carolina, USA jlwilson@mailbox.sc.edu Blog: http://norwegianeducation.blogspot.com

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