首页> 外文学位 >Women Reading for Education, Affinity & Development (WREAD): An evaluation of a semistructured reading discussion group for African American female adult-literacy students with histories of trauma.
【24h】

Women Reading for Education, Affinity & Development (WREAD): An evaluation of a semistructured reading discussion group for African American female adult-literacy students with histories of trauma.

机译:用于教育,亲和力和发展的女性阅读(WREAD):对有创伤史的非洲裔美国女性成年识字学生的半结构阅读讨论小组的评估。

获取原文
获取原文并翻译 | 示例

摘要

Women Reading for Education, Affinity & Development (WREAD), a reading discussion group geared toward African American female adult-literacy students with self-defined histories of trauma, was an outgrowth of research identifying links between trauma, women's struggles with literacy, and the need to be conscious of emotional health concerns in adult education classrooms. The structure of the group was grounded in theories of relational-cultural theory, critical pedagogy, and Black feminist theory; and combined thematically arranged literary materials (i.e., poetry, texts, and films), critical group discussion, and cultural activities. The use of a mixed-method, feminist qualitative analytic approach illustrated how educational interventions like WREAD can lead to literacy gains, improved psychological self-awareness, and positive group connections among women with difficult socioemotional histories. Culturally sensitive, gender-specific interventions like WREAD have the potential to broaden the impact of literacy organizations by more fully engaging learners and providing a structured, supportive space for academic and emotional growth. Furthermore, the interdisciplinary nature of this project encourages novel interchanges around literacy education and emotional healing in the fields of adult education, social work, and women's/Black feminist studies, broadening the impact each of these fields has on their typical focal populations.
机译:妇女阅读教育,亲和力和发展(WREAD)是一个针对具有自定义创伤史的非裔美国成年识字学生的阅读讨论组,是一项研究成果,确定了创伤,妇女与识字的斗争以及女性之间的联系。需要在成人教育教室中意识到情绪健康问题。该小组的结构以关系文化理论,批判教育学和黑人女权主义理论为基础。并结合了按主题安排的文学材料(例如诗歌,文本和电影),小组讨论和文化活动。使用混合方法,女权主义的定性分析方法,说明了诸如WREAD之类的教育干预措施如何能够提高具有较差社会情感历史的女性的识字率,改善的心理自我意识以及积极的群体联系。具有文化敏感性的针对性别的干预措施,例如WREAD,有可能通过更充分地吸引学习者的参与并为学术和情感发展提供结构化,支持性的空间来扩大扫盲组织的影响。此外,该项目的跨学科性质鼓励在成人教育,社会工作和妇女/黑人女性主义研究领域围绕扫盲教育和情感康复进行新颖的交流,从而扩大了这些领域对典型人群的影响。

著录项

  • 作者

    Jones, Jayatta D.;

  • 作者单位

    The University of Chicago.;

  • 授予单位 The University of Chicago.;
  • 学科 Social Work.;African American Studies.;Womens Studies.;Black Studies.;Education Adult and Continuing.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 161 p.
  • 总页数 161
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 宗教;
  • 关键词

  • 入库时间 2022-08-17 11:42:39

相似文献

  • 外文文献
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号