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Charter Schools, Dis Rhetoric, and Urban Dialect

“The Voice of Choice: An Examination of African American Families’ Choice of Charter Schools”

—Danelle Connor, Professional Studies in Education

This paper provides an overview of findings about African American families’ choice of charter schools. Parents received open-ended questionnaires regarding their choice of charter schools. With such a high percentage of African American families opting for charter schools, it is important to understand their perspectives and reasons for choosing charter schools.

“Reconstructing Dis Rhetoric to Facilitate Inclusive Accommodation of People with Ability Differences”

—John Grant, English Department

The paper defines and explores “dis rhetoric” of minority groups and people with physical, cognitive and/or emotional differences. These portrayals have the propensity—through unconscious or willful action— to lead to discrimination, oppression, subjugation, marginalization, and inequity. In education, such realities need to be reconstructed in truth, considering the lived experiences and narratives of individual students.

“Urban Dialect in the Classroom: A Mixed Methods Study of Attitudes and Urban Dialect Related Pedagogical Practices”

—Donna L. Payne, Professional Studies in Education

The purpose of this research is three-fold: to examine student teachers’ attitudes about English-based dialects they may encounter in urban classroom settings; to allow student-teachers to self-reflect on their own linguistic heritage; and, to examine the usefulness of the pedagogical practices that may help add Standard English (SE) to students’ linguistic repertoire.

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