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African American and European American Students' Responses to Virginia Hamilton's House of Dies Drear
Bibliographic Data
| ID | 10147987 |
|---|---|
| Authors | Linda A Spears-Bunton (corresponding author) |
| Year | 1990 |
| Volume | 59 |
| Issue | 4 |
| Pages | 566-566 |
| Publication date | 1990-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Negro Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-2984 • E-ISSN: 2167-6437 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/2295313 |
| OpenAlex | W2313765228 |
| Language | EN |
| Citations received | 13 |
| References cited | 13 |
The first section of this article addresses the relationship between reader response and culture. The second section consists of portraits of a teacher and her students as they navigated their way through a series of African American literary texts. Most of my remarks focus on Virginia Hamilton's House of Dies Drear (1968) because the reading of this text marked a turning point for the teacher and students I observed. The portraits are drawn from a study which sought to explore the cultural dimensions of reader response among poor and working-class African American and European American high school students (Spears-Bunton, 1989). Ethnographic data including class observations and interviews were collected from a single eleventh-grade honors English class of 28 students for six months. The school in which the data were collected serves two neighborhoods-one mostly African American, the other mostly European American-with a history of racially motivated animosity between them. All subject names used in this article are pseudonyms
House staff · Medicine · Multilingual Education and Policy · Reading and Literacy Development · Themes in Literature Analysis
Reading the World
Multicultural Education for Literacy in the Year 2000
Literary theory and children's literature
Applying critical theories to children's literature
Development of Empathetic Responses With Multicultural Literature
Literacy, Literature, and Diversity
Narrative Significations of Contemporary Black Girlhood
Rolling Back Advances in Multicultural Education
Multicultural literature
Toward a consistent stance in teaching for equity
Multicultural Education for Literacy in the Year 2000
Reading representations of themselves
Political Acts
The urban school
The study of nonstandard English.
Blues, Ideology, and Afro-American Literature
Is There a Text in This Class? The Authority of Interpretive Communities
Reader, the Text, the Poem
Afro-American Poetics
Practical Criticism
A Cross-Cultural Perspective on Reading Comprehension
School Literacy, Reasoning, and Civility
Story structure, characterization, just world organization, and reader affect in American and Hungarian short stories
Personality and affect in Hungarian and American short stories
Retellings of literature and the comprehension process
Teachers' Perceptions of Students
| Citations per year | 0.46 |
|---|---|
| Citation span | 1998 - 2010 (13) |
| Highly cited | No |