This paper examines how W.E.B. DuBois' concept of double consciousness influenced the interactions of 13 Black youth inside an after school Community Literacy Intervention Program (CLIP). Du Bois, a pre-eminent 20th century Black sociologist, used double consciousness as a lens to help explain social and psychological tensions that African Americans encounter while negotiating their identities in a societal context structured mainly upon dominant white cultural and linguistic norms and values. The authors provide a conceptual framework for understanding the interpretive processes that signify double consciousness which includes: surveying the context; assessing risks and identity consequences; articulating mainstream or race conscious reads, and bridging/or disengaging. Implications for pre-service teachers and particularly urban educators are discussed.
Civic and Community Engagement | Library and Information Science | Race and Ethnicity | Teacher Education and Professional Development
Kumasi, K., & Carter Power, S. (2011). Double Reading: Young Black Scholars Responding to Whiteness in a Community Literacy Program. In Valerie Kinloch (Ed.), Urban Literacies: Critical Perspectives on Language, Learning, and Community (72-90). New York: Teachers College Press.