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oai:www.ideals.illinois.edu:2142/79991 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Arlette Willis Williams, Shawyn O. 2015-09-25T19:54:50Z 2015-09-25T19:54:50Z 10000-01-01 2007 2007 "This study indicates the focal students' schools restricted their reading development by: (a) delivering fragmented reading instruction that typically withheld critical thinking and problem-solving strategies, (b) limiting the roles of parents to passive participants, (c) making teachers more accountable to their schools and school districts than to the families that they served, and (d) making individualized reading instruction difficult to create and sustain. When contextualizing the participants' experiences, within the longstanding history of educational inequality in the focal community and the colonial origins of Black schooling in the United States, it is evident that the educational neglect they experienced was not random, by accident, or the result of an overburdened, benevolent system. Rather, this study suggests that public schools for many Black students remain ""colonial spaces"" that were never constructed, equipped, or intended to prepare the majority of Blacks to reach their full human potential. Therefore, the focal students' educational neglect was the result of a purposefully created institution that benefits those currently in positions of power by successfully maintaining the present social, political, and economic order. Consequently, future early reading research conducted with Black students should identify resistance techniques that effectively counteract this oppressive infrastructure by delivering liberatory early reading instruction." Made available in DSpace on 2015-09-25T19:54:50Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3270050.pdf: 10640987 bytes, checksum: 7d1d6bc305f9fcc1cddd2ad2d7d86b9d (MD5) Previous issue date: 2007 Embargo set by: Seth Robbins for item 81273 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 367 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. http://hdl.handle.net/2142/79991 (MiAaPQ)AAI3270050 eng Black Studies The Mis-Education of the Negro Continues: The Connection Between the Beginning Reading Instruction Delivered to Three High -Performing Black Girls and the Instruction Delivered Within Schools Designed to Colonize text Elementary Education Elementary Education University of Illinois at Urbana-Champaign Dissertation Ph.D.