Relationship Building in a Black Space: Partnering in Solidarity

Jackson, Davena

doi:10.1177/1086296x20966358

Cited by 10 publications

(3 citation statements)

References 37 publications

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“…They believe in the capabilities of every student and provide the necessary support and resources to help them succeed. Moreover, teachers must create a safe and inclusive classroom environment where students feel respected, valued, and connected (Jackson, 2020;Brown et al, 2022). Similarly, culturally responsive teaching and pedagogy both emphasize the importance of teachers encouraging students to develop their own critical consciousness by critically analyzing and challenging social inequities (Lac and Mansfield, 2018).…”

Section: Culturally Responsive Teaching and Pedagogymentioning

confidence: 99%

Culturally responsive leadership: a critical analysis of one school district’s five-year plan

Mansfield,

Lambrinou

2024

Front. Educ.

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Centering the need for culturally responsive leadership (CRL), this study engages in a critical analysis of one large urban school district’s 5-year plan that aims to be culturally responsive and equity focused. We first define the various facets of CRL, connect its major components to culturally responsive teaching/pedagogy (CRTP) and student voice (SV), and offer an original, integrative framework as a tool for analysis. We argue that CRL is not enough on its own and needs more than the commitment of principals to reach its maximum potential. We also provide recommendations on what needs to happen to make culturally responsive schooling a reality for students and their communities.

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Section: Culturally Responsive Teaching and Pedagogymentioning

confidence: 99%

Culturally responsive leadership: a critical analysis of one school district’s five-year plan

Mansfield,

Lambrinou

2024

Front. Educ.

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“…Not all authors are as explicit in their framing of affect; nonetheless, themes of embodiment ripple across these texts. Similar to Ohito (2021), Jackson (2020) opens her article through a poem that places the body at the center of literacy practice and pedagogy, again in ways that draw much deeper lessons than we can convey here. Jackson emphasizes the relational, collaborative, and grounded nature of the project to engage in “justice-oriented solidarity” (p. 434).…”

Section: Thematic Categoriesmentioning

confidence: 99%

“…This points to the powerful modalities-beyond words-that are used to create racialized emotions. Other authors describe modalities of videos and images (Jackson, 2020;Ohito, 2021). Even the resonance and mode of one's own voice can be questioned, as when Jang is told to "speak with less accent" (p. 569) or when Johnson (2018) describes how a space, words, and images related to the murder of Michael Brown created "a blaze of emotions within me" (p. 117).…”

Section: Racialized Emotions As Discursivementioning

confidence: 99%

Review and Scholarly Syntheses as Anti-Racist Action

Compton‐Lilly

Croom

McVee

et al. 2023

Literacy Research: Theory, Method, and Practice

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At the final session of the 2022 Literacy Research Association Conference, Catherine Compton-Lilly, Marcus Croom, Mary McVee, and Allison Skerrett presented critical work related to equity, representation, and race in literacy scholarship. Panelists shared concerns and pursued a shared goal. Specifically, as literacy scholars, they recognized that like the empirical research conducted in classrooms and communities, review scholarship—scholarship that aspires to make sense of large bodies of available research—is always subject to systemic biases, privileging, and racism. In this panel session, we intentionally sought to dismantle biases through four review-oriented projects that—each in its own way—attempts to counter the systemic whitewashing that has characterized review scholarship in literacy. The collective synthetic, counter-narrative that we presented is significant to literacy education. As we explained, the historical omission of scholarly reviews conducted by Scholars of Color requires a reclaiming of the field. Significantly, the omission is not a minor oversight. Scholarly reviews have long-term effects on scholarly communities; reviews provide novice and established scholars with macro views of the literacy field; in short, reviews identify what is important and worthy of scholarly attention and it is with this history in mind that the Integrative Review Panel for LRA 2022—and this current set of articles—were organized. Across our papers, we explore silences and obfuscations relative to the voices of Scholars of Color, the experiences of Communities of Color, and the education of all children. We view our public presentation of these syntheses as intentionally anti-racist acts designed to name, describe, and recognize the contributions of BIPOC (an acronym for Black, Indigenous, and People of Color) scholars and communities. We are confident that the LRA community will continue to find this work impressive, inspiring, and important.

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Preserving Integrative and Humanizing Literacies: A Commentary on the Current Literacy Debates and the Narrowing of Literacy Instruction

Jackson,

Johnson,

Frankel

et al. 2024

Reading Research Quarterly

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The present iteration of the “reading wars” has created intense debate about what constitutes rigorous and effective literacy instruction. Increasingly, politicized discourses have narrowed the field's definition of reading across education spaces (P‐20) and overemphasized foundational early literacy skills while minimizing the consequentiality of sociocultural influences on literacy learning. In this commentary, we engage and critique recent narratives about the nature of literacy learning among scholars, policymakers, practitioners, and in the popular media. We discuss what has been and will be silenced, erased, and sacrificed as a result of these debates. Further, we argue that literacy educators should not abandon the complexities of literacy learning and the social, political, and historical contexts in which students live and learn. To do this, we emphasize the importance of Black children and youth having opportunities to develop critical consciousness and learn through their lived experiences. Moreover, we take a developmental perspective and outline the implications of a more expansive approach to literacy instruction across elementary, secondary, and postsecondary contexts. Ultimately, we argue for a nuanced, integrative, and humanizing path forward that addresses Black children and other historically marginalized students' literacy needs; rejects deficit ideologies concerning what counts as reading; and cultivates children, adolescents, and adults' critical literacies.

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Relationship Building in a Black Space: Partnering in Solidarity

Cited by 10 publications

References 37 publications

Culturally responsive leadership: a critical analysis of one school district’s five-year plan

Culturally responsive leadership: a critical analysis of one school district’s five-year plan

Review and Scholarly Syntheses as Anti-Racist Action

Preserving Integrative and Humanizing Literacies: A Commentary on the Current Literacy Debates and the Narrowing of Literacy Instruction

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