Aaminah Norris will give a lecture titled “Under-represented Point of View: How Teachers Guide African-American and Latino Students’ Technology Use” on Friday, November 6, 2015, in Stabley 201, Stapleton Library from 11:45 a.m.–12:45 p.m.
This qualitative study analyzes how two secondary school teachers supported African American and Latino male students in expressing their points of view using design thinking processes. As a learning approach, design thinking develops students’ problem solving capacities. Findings for this research reveal that both teachers were able to use design thinking to assist students in artistically expressing their points of view about their lived experiences. This work contributes to literature on equity and access to learning in multicultural schooling contexts by providing empirical data to support ways teachers might develop students’ problem-solving skills using digital tools. Implications are that design thinking can foster new literacies for marginalized students who use technology irrespective of teachers’ previous experiences with digital tools.
Norris is director of Education for the Representation Project. She received her doctorate in education from the University of California, Berkeley. Her research and teaching interests include ways that emerging technologies influence the literacy practices of students from traditionally under-resourced communities, the relationships between gendered and racialized identity processes in urban learning environments and the use of digital and social media, and how 21st-century critical pedagogical approaches inform the learning of African American and Latino/a students.
This event is sponsored by the
Frederick Douglass Institute for Intercultural Research, the dean of the
College of Humanities and Social Sciences, the
Kathleen Jones White Writing Center, and the
Office of Social Equity.
Department of English