Module 7: Using Powerful and Enabling Texts
Introduction
While we discussed the need for authentic and relevant texts in Module 3, here we will examine two types of culturally relevant texts that are particularly needed by young African American men. These are counterstories and enabling texts.
Counterstories are those that counteract the dominant discourse that presents African American male youth as at risk, without hope, or "out of control and dangerous." These are the stories that combat the stereotypes that exist and are widely accepted as representations of most African American male youth. Counterstories respect the experiential knowledge of the Black community by showing it as it is--including the "...more positive images that can be used as a source of inspiration..." (Boutte & Hill, 2006, p. 325).
Enabling texts are those that encourage and empower young men to take action in their own lives and in the lives of others (Tatum, 2009). These may include both literary and informational texts. These texts also may or may not feature African Americans, though for young African American men, many enabling texts will. A list of identifying factors for enabling texts can be accessed through the link under the Read: Identifying Enabling Texts header below.
Counterstories are those that counteract the dominant discourse that presents African American male youth as at risk, without hope, or "out of control and dangerous." These are the stories that combat the stereotypes that exist and are widely accepted as representations of most African American male youth. Counterstories respect the experiential knowledge of the Black community by showing it as it is--including the "...more positive images that can be used as a source of inspiration..." (Boutte & Hill, 2006, p. 325).
Enabling texts are those that encourage and empower young men to take action in their own lives and in the lives of others (Tatum, 2009). These may include both literary and informational texts. These texts also may or may not feature African Americans, though for young African American men, many enabling texts will. A list of identifying factors for enabling texts can be accessed through the link under the Read: Identifying Enabling Texts header below.
Watch: Helping Struggling Readers
|
In this video, Dr. Tatum introduces the topic of enabling texts and shares an experience in which he helped a reluctant reader become engrossed in a novel. He did this by giving the young man a text starter--an interesting passage from the middle of the book that captured the young man's attention. Several other young men also share the types of texts that interest them. |
Read: What are Enabling Texts?
Enabling Texts: Texts that Matter by Alfred W. Tatum: This article delves deeper into the meaning behind powerful enabling texts and discusses the value gained by giving children and adolescents books with which they can relate. Dr. Tatum talks about the creation of a personal textual lineage and acknowledges the sad fact that many young people do not recall reading any texts of personal significance in school. He also provides a brief list of enabling text examples and gives more detail about what can be accomplished by beginning instruction based on a text with a text starter.
Read: Identifying Enabling Texts
How to Identify an Enabling Text by Sandra Hughes-Hassell and Casey H. Rawson: Here, Dr. Hughes-Hassell and Ms. Rawson summarize several points from Dr. Tatum's book, Reading for their Life, and place them in the context of librarianship. They identify and discuss the three types of texts that feature African American males--disabling, neutral, and enabling--and provide guidance to help you select enabling texts for your own collection. The Characteristics of Enabling Texts rubric is particularly useful for examining potential text selections. There is also a great bibliography of enabling texts for young adults available on this site.
Watch: Example Texts
In the video and articles above, you learned what enabling texts are and how to identify them. While these descriptions are great, you might also find it helpful to look at these examples to see what an enabling text looks, sounds, and feels like.
You Don't Even Know Me: Stories and Poems about Boys by Sharon Flake: In this book, Ms. Flake uses short stories and poetry to depict and examine the different lives and experiences of several young African American men. The video on the right is a performance of the title poem from this enabling text. |
|
Jimi & Me by Jamie Adoff: This novel jumps back to the '60s to tell the story of thirteen-year-old Keith who uses the music of Jimi Hendrix to deal with family struggles including the death of his father, relocation, and the unearthing of family secrets. The video is a booktrailer for the novel that was created by Anne Belott. |
|
Activity: Text Starters for Enabling Texts
Identify and read an enabling text available in your library using the tools listed above. Once familiar with the text, think about a part of it that would grab the attention of your African American male patrons or students. Go back through this section to find a line or a few lines that would draw readers into the text and make them want to read it. Find a way to promote the text in your library and include the text starter you identified. For example, you could create a display, a booktalk, a booktrailer, or even create a poster or bookmark that advertises your selected text.
Summary
Collections and literacy instruction for African American male youth need to include texts that are culturally relevant for this population, particularly counterstories and enabling texts. Counterstories provide an alternative to the common societal view that young African American males and their culture are lacking in positive traits. Enabling texts can include counterstories, are encouraging and empowering, and help African American male youth develop their sense of voice and agency. For additional information about the power of enabling texts, you may want to read Reading for their Life: (Re)Building the Textual Lineages of African American Adolescent Males by Dr. Alfred Tatum.
RESOURCE
Boutte, G.S. & Hill, E.L. (2006). African American communities: Implications for culturally relevant teaching. The New Educator, 2, 311-329.
Tatum, A.W. (2009). Reading for their life: Re(building) the textual lineages of African American Adolescent Males. Portsmouth, NH: Heinemann.
RESOURCE
Boutte, G.S. & Hill, E.L. (2006). African American communities: Implications for culturally relevant teaching. The New Educator, 2, 311-329.
Tatum, A.W. (2009). Reading for their life: Re(building) the textual lineages of African American Adolescent Males. Portsmouth, NH: Heinemann.