Annotated Bibliography of Research in the Teaching of English (2008)

Abstract

Draws on postcolonial perspectives and critiques of the Asian American model minority stereotype to analyze the narratives of 10 high school students from Indian immigrant families in New York City. Discusses the way students negotiate a range of identities as hyphenated Americans who encounter differences and contradictions at the dynamic intersections of race, culture, class, and gender at home and school. Argues this research will help teachers to better understand and respond to the complexities of engaging children in issues of culture and race in diverse public school communities. Gives particular attention to how they apply local knowledge and lived experiences to interpretations as their language both reflects and critiques the gendered, sexualized, racialized, and market-driven values surrounding black females and males. Argues that the women's rhetorical moves indicate a hip hop feminist discourse which acknowledges and challenges oppressive social forces while still disseminating certain scripts about "some" black women as stereotypically hypersexualized and immoral.