Affirming Black Students’ Lives and Literacies - Arlette Ingram Willis, Gwendolyn Thompson McMillon, Patriann Smith

Affirming Black Students’ Lives and Literacies

Bearing Witness
Buch | Hardcover
208 Seiten
2022
Teachers' College Press (Verlag)
978-0-8077-6699-6 (ISBN)
109,70 inkl. MwSt
Drawing on the authors’ experiences as Black parents, researchers, teachers, and teacher educators, this book presents a multipronged approach to affirming Black lives and literacies. The authors believe change is needed - not within Black children - but in the way they are perceived and educated.
Drawing on the authors’ experiences as Black parents, researchers, teachers, and teacher educators, this timely book presents a multipronged approach to affirming Black lives and literacies. The authors believe change is needed—not within Black children, but in the way they are perceived and educated, particularly in reading, writing, and critical thinking across grade levels. To inform literacy teachers and school leaders, the authors provide a conceptual framework for reimagining literacy instruction based on Black philosophical and theoretical foundations, historical background, literacy research, and authentic experiences of Black students. This important book includes counternarratives about the lives of Black learners; research conducted by Black scholars among Black students; examples of approaches to literacy with Black children that are making a difference; conversations among literacy researchers that move beyond academia; and a model for engaging all students in literacy. Affirming Black Students’ Lives and Literacies advocates for adopting a standard of care that will improve and support literacy achievement among today’s Black students by rejecting deficit presumptions and embracing the fullness of these students’ strengths.


Book Features:




A counternarrative of Black literacy history, lives, and learners.  
Narrative examples of Black literacy scholarship, by Black scholars who embrace their faith-walk as an integral part of their holistic approach to literacy teaching and learning.
Discussion questions to spur conversations among school administrators, parents/caregivers, politicians, reading researchers, teacher educators, and classroom teachers. 
An array of extant Black scholarship that should inform literacy praxis and research. 
A conceptual framework, CARE, that is applicable for all learners with a focus on Black literacy learners.

Arlette Ingram Willis is a professor at the University of Illinois at Urbana-Champaign in the Department of Curriculum and Instruction, division of Language and Literacy. Gwendolyn Thompson McMillon is professor of literacy and chair of the Department of Reading & Language Arts at Oakland University in Rochester, Michigan. Patriann Smith is an associate professor of literacy studies at the University of South Florida.

Contents


Foreword Theresa Perry ix

Preface xi

Acknowledgments xxi


1. Introduction: Theoretical Perspectives 1

Black Epistemology, Ideology, and Theory 2

Conceptual and Theoretical Foundations 2

Conceptual Foundations: Moral Courage and Moral Licensing 4

Theoretical Foundations: Black Liberation Theology, Black Radical Tradition, Critical Race Theory, and Decolonization 7

Black Liberation Theology 8

Black Feminism 10

The Black Radical Tradition 12

Critical Race Theory 13

Decolonial Theories 15

Reading Research and Black Students 16


2. Black Women Activist Teachers 19

Literacy and Freedom 21

Literacy and Civil Rights 35

Literacy and Liberation 40

Literacy and Justice: Black Independent Schools 45

Our Teachers 50

Conclusion 50


3. The Mis-Education of a High-Performing Black Girl 53

Shawyn’s Narrative: A Summary 53

The Study 55

Aesha 56

Discussion 64

Conclusion 67

In Conversation 68

Critical Discussion Questions 72

Suggested Readings 73


4. Cultural Dissonance in a First-Grade Classroom 75

Gwen’s Narrative: A Summary 75

Setting 76

Tony 77

Travis 80

A Closer Look Inside Ms. Rudolph’s First-Grade Classroom 83

Conclusion 92

In Conversation 93

Critical Discussion Questions 99

Suggested Readings 100


5. Transcending (Dis)Belief: Black (Immigrant) Youth Literacies 101

Patriann’s Narrative: A Summary 101

An Invitation From a Black Immigrant Educator 102

Black Immigrant Educator Literacies 105

Jorge: A Black Immigrant Latinx Youth 107

Black American Youth Literacies 110

Excerpts From Black American Youth 112

Conclusion 118

In Conversation 119

Critical Discussion Questions 122

Suggested Readings 123


6. It’s Never Too Late 125

Arlette’s Narrative: A Summary 126

It Is Never Too Late . . . 126

A Brief Backstory 127

Meeting Clemente 129

Twenty Years Later 132

Perspective 134

Conclusion 135

In Conversation 136

Critical Discussion Questions 139

Suggested Readings 140


7. Conceptual Framework: Toward a Standard of CARE 141

Foundations 141

Race and Culture 143

Equity Pedagogies 146

CARE 148


References 159

Index 175

About the Authors 183

Erscheinungsdatum
Vorwort Theresa Perry
Verlagsort New York
Sprache englisch
Maße 162 x 235 mm
Gewicht 413 g
Themenwelt Geisteswissenschaften Sprach- / Literaturwissenschaft Sprachwissenschaft
Sozialwissenschaften Pädagogik Schulpädagogik / Grundschule
ISBN-10 0-8077-6699-2 / 0807766992
ISBN-13 978-0-8077-6699-6 / 9780807766996
Zustand Neuware
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