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The Teaching of Black Literature in the High School English Classroom

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The Teaching of Black Literature in the High School English Classroom University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 5-2018 So What's the Story?: The Teaching of Black Literature in the High School English Classroom Vincent Ray Price University of Tennessee, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Recommended Citation Price, Vincent Ray, "So What's the Story?: The Teaching of Black Literature in the High School English Classroom. " PhD diss., University of Tennessee, 2018. https://trace.tennessee.edu/utk_graddiss/4881 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Vincent Ray Price entitled "So What's the Story?: The Teaching of Black Literature in the High School English Classroom." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Education. Susan L. Groenke, Major Professor We have read this dissertation and recommend its acceptance: Stergios G. Botzakis, Michelle D. Commander, Judson C. Laughter Accepted for the Council: Dixie L. Thompson Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) So What’s the Story?: The Teaching of Black Literature in the High School English Classroom A Dissertation Presented for the Doctor of Philosophy Degree The University of Tennessee, Knoxville Vincent Ray Price May 2018 Copyright © 2018 by Vincent Ray Price All rights reserved. ii To the faces on my computer screen that kept me going, to the voices on the phone that kept me strong, to the friends around me who kept me productive, and to the younger me who knew what he wanted but couldn’t fathom actually achieving it. This is for all of you, for all of us. iii Acknowledgments I would not be writing this, would not be here at this present moment and milestone, would not have gained so much encouragement and support through the years had it not been for God. He kept me company during those lonely times. He gave me energy when there seemingly was none left. And He reminded me of my challenge and purpose with each personal encounter. For this, I am grateful. Thank you to my dissertation committee—Drs. Susan Groenke, Jud Laughter, Sterg Botzakis, and Michelle Commander—for challenging me with new thoughts and experiences. Thank you for being around to support my questions and my development. Because of you and your courses, I am no longer the teacher that I used to be. For this, I am grateful. Thank you to the friends and colleagues I gained along this five-year journey, from MS to PhD. An especial thanks to the Multicultural Graduate Student Organization for swooping me up during my master’s pursuit and immersing me in a community of intellect, friendship, motivation, and productivity. Dr. Michelle Harding and future Drs. Gloshanda Lawyer, Enkeshi El-Amin, and Jewel Williams, you kept me grounded and focused without losing it completely. Gracias to little Xiomara, my pretend daughter and dance partner, for putting a smile on my face even when I was drained. For all this, I am grateful. Thank you to the faculty who became avenues of support and resources: Drs. Ernest Brothers, Dixie Thompson, Ferlin McGaskey, Christina Goode, Brittany Anderson, and Sean Hendricks. An especial thanks to the Hodges Library staff for seemingly adopting me as an unofficial employee because of the many hours I spent there. For this, I am grateful. A final thank you to my family, a past and present collection of educators and the educated, for planting in me the seed for giving back to and looking out for one’s own. From birth, I was immersed in supportive high expectations, love, and openness that led me to where I am now. For this, I am especially grateful. It has been an interesting adventure, and I experienced thoughts of giving up at every phase of the process. Yet, because of the support listed above, I kept putting one foot in front of the other. For this and much more, I am grateful. iv Abstract This dissertation answers the question of “How do high school English teachers teach Black literature?” Guided by critical race theory and using grounded theory methodology, the study surveyed (Phase 1) a pool of high school teachers on their rationales for teaching Black literature, their actual text selections, and their placement of the literature within the curricular scope and sequence for their courses. Phase 2 involved a series of follow-up interviews with four teachers, extracted from the Phase 1 participants. Survey and interview data combined to render patterns within the participants’ ideologies and practices as well as an understanding of what English teachers tend to consider when thinking of Black literature. The dissertation concludes by offering implications and considerations for practicing teachers and teacher education programs. v Table of Contents Chapter 1: Introduction ................................................................................................................... 1 Historical Background: Usage of Black Literature ..................................................................... 6 Focusing on the Flower: Centering Racial Politics ................................................................. 7 Focusing on the Garden: De-Centering Racial Politics ......................................................... 11 Statement of the Problem .......................................................................................................... 16 Chapter 2: Literature Review ........................................................................................................ 18 Conceptualization of Black Literature ...................................................................................... 18 Studying Literature in College .............................................................................................. 18 Awarding Black Literature .................................................................................................... 19 Features of the Secondary ELA Classroom .............................................................................. 21 Building the Literature Curriculum ....................................................................................... 22 Justifying the Literature Curriculum ..................................................................................... 26 Teaching the Literature Curriculum ...................................................................................... 31 Black Literature in the ELA Classroom .................................................................................... 38 Black Literature as Mirrors, Windows, and Sliding Glass Doors ......................................... 38 Black Literature as Maps ....................................................................................................... 41 Theoretical Frameworks ............................................................................................................ 43 Ordinary Culture and Communication .................................................................................. 43 Curriculum as Ideology ......................................................................................................... 44 Cultural Maintenance ............................................................................................................ 45 Speaking as and Interpellation .............................................................................................. 45 Critical Race Theory .............................................................................................................. 46 Chapter 3: Methodology ............................................................................................................... 50 Participants ................................................................................................................................ 50 Methodology ............................................................................................................................. 52 Research Design ........................................................................................................................ 55 Phase 1: Web Survey ............................................................................................................. 55 Phase 2: Interviews ................................................................................................................ 56 Chapter 4: Results ......................................................................................................................... 58 Phase 1: Survey ......................................................................................................................... 58 Do High School English Teachers Teach Black Literature? If So, Why? ............................ 58 vi What Texts/Authors Do High School English Teachers Select? Why? ................................ 64 When in the Curriculum or School Year Do They Teach Black Literature? Why? .............. 74 Phase 2: Interviews...................................................................................................................
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