This volume questions what constitutes literacy in a society organized by race as an inquiry, to deepen the significance for why K–20 learners must develop knowledges that support their abilities to process and ultimately transform racism. With this collection of original essays, editor Ayanna F. Brown helps to push the field of racial literacy into new directions, to avoid niceties and other pitfalls, to get to the heart of racial understanding, to better respond to the needs of our students and society. This volume brings forth emerging scholars who seek to respond to the sociopolitical and sociohistorical aspects of racial literacy as it relates to youth. The scholarship grapples with how educators at every level think through racial literacy in their work and within their experiences. Each contribution adds depth to the question of agency and illuminates why racial literacy work extends social justice efforts to become a call for a culture of teaching and learning that recenters liberation as an active pursuit.
Содержание
07 Dedication
AYANNA F. BROWN
08 What Constitutes Literacy in a Society Organized by Race? Racial Literacy as an Intellectual Imperative
AYANNA F. BROWN
18 From Talking about Race to Pursuing Freedom: An Autoethnography of a Black Educator
DANEELL D. MOORE
23 Developing Racial Literacy in a Community College First-Year Composition (FYC) Course
JORDAN BELL
35 The Making of Abolitionist Classroom Community: A Call for Critical Collective Practices in the English Classroom
KIA TURNER
43 Promoting Racial Literacy through Exposure to Critical Texts
BERNNADETTE BEST-GREEN
50 “I’m Gonna Have to Learn More about That!”: Using Thinking Routines and Text Sets to Foster Racial Consciousness
MICHELLE STREED
59 Racial Literacy in the Elementary Classroom
ANNIE DALY
68 Trading Races: Using Play to Ignite Racial Literacy
JALESA D. PARKS
76 Burning Fires: Destruction and Creation in a Multicultural Literature Classroom
HANNAH EDBER
87 Learning to Name and Disrupt Racism: Supporting Latinx Students’ Racial Literacy in Ethnic Studies Classrooms
ARTURO NEVÁREZ
95 Racial Literacy to Address Racial Ill-literacy among International Students
NASIBA NOROVA
103 Decentering Whiteness and “Native” English Speakerness: Hands-On Strategies in College English Classrooms
QIANQIAN ZHANG-WU
108 Re-Centering Community and Sociopolitical Context in Racial Literacy Discourse in Education
JEROME E. MORRIS
113 Racial Literacy Considerations for Instruction
AYANNA F. BROWN
Об авторе
DR. AYANNA F. BROWN earned her BS from Tuskegee University in secondary education language arts, her MEd in curriculum and instructional leadership, and her Ph D from Vanderbilt University in interdisciplinary studies: language, literacy, and sociology. Her career in education spans both public and private education, including teaching middle-level English language arts and leading college-readiness planning for urban youth with a consortium between Vanderbilt University and Metropolitan Nashville Public Schools. She is an associate professor of education and cultural studies and coordinator for the Middle-Level English Language Arts major at Elmhurst University. Brown is also the author of several peer-reviewed journal articles, several book chapters, and is the coeditor of Critical Consciousness in Curricular Research: Evidence from the Field and has presented her research nationally and internationally. She is co-principal investigator for two National Science Foundation grants, RESULT and PRIDE, which work to increase BIPOC and linguistically diverse STEM majors to become teachers using literacies through culturally relevant and sustaining STEM practices.
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