期刊名称：International Journal of Multicultural Education
电子版ISSN：1934-5267
出版年度：2012
卷号：14
期号：3
语种：English
出版社：Eastern University
摘要：Normal 0 false false false EN-US JA X-NONE As presented by Lee and Majors (2003), “The use of call and response is a familiar structure [within communities of color] for sustaining talk, for communicating perspective, and for marking engagement” (p. 64). In this paper we delineate the need for a call-and-response pedagogy in engaging students of color in a responsive, critically multicultural manner while creating opportunities for the expression of their cultural wealth. Drawing from over three years of experience as facilitators of an after-school poetry class in a Los Angeles area high school, we synthesize classroom dialogue and student poetry and writing to revel the potential of such mediums to generate reflexive pedagogy and classroom discourse. We believe this approach offers the potential for teachers and students to engage in a collaborative, democratic process of naming oppressive structures. /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman","serif";}
