Liberatory praxis in preservice teacher education: claiming Afrocentricity as foundational in critical language and literacy teaching

Wynter-Hoyte, Kamania; Long, Susi; Frazier, Jennipher; Jackson, Jarvais

doi:10.1080/09518398.2020.1828643

Cited by 3 publications

(1 citation statement)

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“…Linguist Alim (2007) also argued for critical language pedagogy to encourage students to examine and challenge linguistic inequities. Wynter-Hoyte et al (2020) recently documented the development and implementation of lessons for young learners, anchoring the study of AAL in an anti-colonial teaching of African histories to facilitate children’s connections among their bi/multilingualism, history, power, and identity.…”

Section: So What Do We Do?mentioning

confidence: 99%

“Hey, Black Child. Do You Know Who You Are?” Using African Diaspora Literacy to Humanize Blackness in Early Childhood Education

Wynter-Hoyte

Smith

2020

Journal of Literacy Research

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This article examines the partnership between a teacher and teacher educator disrupting a colonized early childhood curriculum that fosters a dominance of whiteness by replacing it with the beauty and brilliance of Blackness. We explore the following research question: “What are the affordances of teaching from an Afrocentric stance in a first-grade classroom?” We employ Afrocentrism, which includes African cultural principles as the paradigm, and our theoretical lenses are Critical Race Theory and Black Critical Theory. Our Sankofa methodology revealed that African Diaspora literacies fostered (a) positive racial and gender identities, (b) community, and (c) positive linguistic identities in the work to help children to love themselves, their histories, and their peoples. We close with implications.

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Section: So What Do We Do?mentioning

confidence: 99%

“Hey, Black Child. Do You Know Who You Are?” Using African Diaspora Literacy to Humanize Blackness in Early Childhood Education

Wynter-Hoyte

Smith

2020

Journal of Literacy Research

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Curricular Violence and the Education of Black Children: Working Toward Positive Peace Through Pro-Black Practices

Braden,

Long,

Wynter-Hoyte

et al. 2023

IJEC

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Developing Pedagogical Content Knowledge for Teaching About African American Language in College Classrooms

Sedlacek,

León,

Grey

et al. 2024

Teachers College Record: The Voice of Scholarship in Education

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Background: African American Language (AAL) refers to a rich, widely used, and extensively researched language variety. Despite its importance, AAL remains widely stigmatized in the United States due to anti-Black linguistic racism. Many colleges offer courses with AAL content, and these courses have the potential to help disrupt anti-Black linguistic racism by promoting understanding and respect for this language. Purpose: Simply increasing students’ knowledge about AAL is unlikely to disrupt anti-Black linguistic racism. College instructors must also attend to a wide range of challenges involved in teaching this content. Instructors’ knowledge of such challenges, as well as strategies for addressing them, constitutes a form of pedagogical content knowledge (PCK). This study contributes to the emerging scholarship on PCK for teaching and learning about AAL. Research Design: In this qualitative study, we analyze open-ended survey data from college instructors to identify challenges faced when teaching AAL content. We also add depth and nuance to discussion of these challenges by analyzing qualitative interview data and qualitative survey responses from college students enrolled in courses with AAL content. Finally, we outline pedagogical recommendations that could potentially address these challenges. Conclusions: We identify three major categories of pedagogical challenges that commonly arise when teaching AAL content: protecting Black or AAL-using students from harm; managing other students’ knowledge, ideologies, and/or resistance; and addressing instructor positionality. We present six research-based recommendations to help instructors address these challenges, and identify key directions for future research on the teaching and learning of AAL.

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Liberatory praxis in preservice teacher education: claiming Afrocentricity as foundational in critical language and literacy teaching

Cited by 3 publications

References 24 publications

“Hey, Black Child. Do You Know Who You Are?” Using African Diaspora Literacy to Humanize Blackness in Early Childhood Education

“Hey, Black Child. Do You Know Who You Are?” Using African Diaspora Literacy to Humanize Blackness in Early Childhood Education

Curricular Violence and the Education of Black Children: Working Toward Positive Peace Through Pro-Black Practices

Developing Pedagogical Content Knowledge for Teaching About African American Language in College Classrooms

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