David E Kirkland
Biographic Data
| ID | 5972369 |
|---|---|
| NAME | David E Kirkland |
| GIVEN NAMES | David E |
| FAMILY NAME | Kirkland |
| SIGNATURE | KIRKLAND D E |
| AFFILIATIONS | New York University, New York, NY, USA |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
In Dialogue: The Future of Critical Studies in Literacy Research
For the final In Dialogue of our editorial term, we wanted to invite some luminary voices in literacy studies to think together about the future of critical studies in literacy research. We asked Betina Hsieh, Danielle Filipiak, Tiffany Nyachae, David Kirkland, and Carol Brochin what they thought would push the field forward: What would or should literacy studies and English education look like in the future, including what collective priorities …
A Step Closer to Racial Equity: Towards a Culturally Sustaining Model for Community Schools
In this article, we explore community schools, as first theorized through community organizing, in relation to movements for racial justice in education to address the following question: How has educational equity been radically imagined by the community school movement in New York City to reframe how we understand success, meaningful school experiences, and the possibility for hope, healing, and racial equity in education? Using ethnographic me…
A Pedagogy for Black People: Why Naming Race Matters
This article suggests pedagogical naming matters to the education of Black people. It refuses the idea of a universalist pedagogy for all, and thereby unmasks that which has been rendered invisible in teaching and learning, i.e., the Black self—so as to recover it so that it might be nurtured. In doing so, the article illuminates an important set of elements that a pedagogy for Black people must possess—such as a rootedness in a freedom that goes…
Sites of Sanctuary: Examining Blackness as “Something Fugitive” Through the Tactical Use of Ethnic Clubs by Haitian Immigrant High School Students
In this theoretical article, the authors elaborate a revisited theory of Third Space from a BlackCrit/Afropessimist stance, exploring Black youth ethnic and racial identity formation searching for place and belonging in the context of a raced world. To illustrate their theoretical contributions, the authors draw on empirical research conducted with Haiti-born and U.S.-born Haitian immigrant high school students and their teachers. They argue that…
A Dance of Bars: Rethinking the Role of Literacy Education in the Age of Mass Incarceration
Most people have struggled with reading in one situation or another, depending on their appreciation for the content, their prior experiences, and the texts. This department column shares ways for educators to help literacy learners unlock their potential with instruction anchored in their skills, knowledge, ways of learning, interests, and attitudes
Books Like Clothes: Engaging Young Black Men With Reading
Using 18 weeks of classroom data from a much larger ethnographic study, Kirkland examines the reading ideologies influencing the literacy engagement of a young Black male, Derrick. (To protect participants’ identities, this article uses pseudonyms in place of participants’ actual names.) In doing so, Kirkland theorizes about how young Black males express thoughts about reading through specific statements of identity—what he calls genres of self. …
Standpoints: Researching and Teaching English in the Digital Dimension
David E. Kirkland argues that our understanding of literate practice in relation to space needs to be radically reworked to account for new digital dimensions that are dispersed, discontinuous, and yet deeply woven into everyday and institutional worlds. His account highlights the way these digital spaces pepper the official landscape of schooling, fracturing the dominance of official discourse as students’ diverse linguistic, literate, and semio…
We Real Cool”: Toward a Theory of Black Masculine Literacies
This article reports findings from an ethnographic study of the literacy practices of a group of 11–14 year‐old Black males who defined themselves as “the cool kids.” The study is framed using theories that view literacy as a social and cultural practice involving multiple sign and symbol systems. Two research questions guided the study: How did coolness relate to literacy among the young men who called themselves “the cool kids,” and what symbol…
We Real Cool”: Toward a Theory of Black Masculine Literacies
This article reports findings from an ethnographic study of the literacy practices of a group of 11–14 year‐old Black males who defined themselves as “the cool kids.” The study is framed using theories that view literacy as a social and cultural practice involving multiple sign and symbol systems. Two research questions guided the study: How did coolness relate to literacy among the young men who called themselves “the cool kids,” and what symbol…
A Step Closer to Racial Equity: Towards a Culturally Sustaining Model for Community Schools
In this article, we explore community schools, as first theorized through community organizing, in relation to movements for racial justice in education to address the following question: How has educational equity been radically imagined by the community school movement in New York City to reframe how we understand success, meaningful school experiences, and the possibility for hope, healing, and racial equity in education? Using ethnographic me…
Sites of Sanctuary: Examining Blackness as “Something Fugitive” Through the Tactical Use of Ethnic Clubs by Haitian Immigrant High School Students
In this theoretical article, the authors elaborate a revisited theory of Third Space from a BlackCrit/Afropessimist stance, exploring Black youth ethnic and racial identity formation searching for place and belonging in the context of a raced world. To illustrate their theoretical contributions, the authors draw on empirical research conducted with Haiti-born and U.S.-born Haitian immigrant high school students and their teachers. They argue that…
Standpoints: Researching and Teaching English in the Digital Dimension
David E. Kirkland argues that our understanding of literate practice in relation to space needs to be radically reworked to account for new digital dimensions that are dispersed, discontinuous, and yet deeply woven into everyday and institutional worlds. His account highlights the way these digital spaces pepper the official landscape of schooling, fracturing the dominance of official discourse as students’ diverse linguistic, literate, and semio…
We Real Cool”: Toward a Theory of Black Masculine Literacies
This article reports findings from an ethnographic study of the literacy practices of a group of 11–14 year‐old Black males who defined themselves as “the cool kids.” The study is framed using theories that view literacy as a social and cultural practice involving multiple sign and symbol systems. Two research questions guided the study: How did coolness relate to literacy among the young men who called themselves “the cool kids,” and what symbol…
Books Like Clothes: Engaging Young Black Men With Reading
Using 18 weeks of classroom data from a much larger ethnographic study, Kirkland examines the reading ideologies influencing the literacy engagement of a young Black male, Derrick. (To protect participants’ identities, this article uses pseudonyms in place of participants’ actual names.) In doing so, Kirkland theorizes about how young Black males express thoughts about reading through specific statements of identity—what he calls genres of self. …
A Dance of Bars: Rethinking the Role of Literacy Education in the Age of Mass Incarceration
Most people have struggled with reading in one situation or another, depending on their appreciation for the content, their prior experiences, and the texts. This department column shares ways for educators to help literacy learners unlock their potential with instruction anchored in their skills, knowledge, ways of learning, interests, and attitudes
A Pedagogy for Black People: Why Naming Race Matters
This article suggests pedagogical naming matters to the education of Black people. It refuses the idea of a universalist pedagogy for all, and thereby unmasks that which has been rendered invisible in teaching and learning, i.e., the Black self—so as to recover it so that it might be nurtured. In doing so, the article illuminates an important set of elements that a pedagogy for Black people must possess—such as a rootedness in a freedom that goes…
Sites of Sanctuary: Examining Blackness as “Something Fugitive” Through the Tactical Use of Ethnic Clubs by Haitian Immigrant High School Students
In this theoretical article, the authors elaborate a revisited theory of Third Space from a BlackCrit/Afropessimist stance, exploring Black youth ethnic and racial identity formation searching for place and belonging in the context of a raced world. To illustrate their theoretical contributions, the authors draw on empirical research conducted with Haiti-born and U.S.-born Haitian immigrant high school students and their teachers. They argue that…
In Dialogue: The Future of Critical Studies in Literacy Research
For the final In Dialogue of our editorial term, we wanted to invite some luminary voices in literacy studies to think together about the future of critical studies in literacy research. We asked Betina Hsieh, Danielle Filipiak, Tiffany Nyachae, David Kirkland, and Carol Brochin what they thought would push the field forward: What would or should literacy studies and English education look like in the future, including what collective priorities …
A Step Closer to Racial Equity: Towards a Culturally Sustaining Model for Community Schools
In this article, we explore community schools, as first theorized through community organizing, in relation to movements for racial justice in education to address the following question: How has educational equity been radically imagined by the community school movement in New York City to reframe how we understand success, meaningful school experiences, and the possibility for hope, healing, and racial equity in education? Using ethnographic me…
Sociology (8 works) · Pedagogy (7 works) · Critical Race Theory in Education (6 works) · Psychology (6 works) · Gender Studies (5 works) · Political science (5 works) · Law (4 works) · Literacy (4 works) · Literacy, Media, and Education (4 works) · Anthropology (3 works)