Using Literacy Approaches to Begin the Conversation on Racial Illiteracy

Kaczmarczyk, Annemarie; Allee-Herndon, Karyn A.; Roberts, Sherron Killingsworth

doi:10.1002/trtr.1757

Cited by 15 publications

(10 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Recognize books that show black male characters as protagonists to prompt students to consider the relevance of the experiences of African American males to their own lives (Meier, 2015). Use picture books to promote opportunities for literature circles that center discussion on social justice and activism (Kaczmarczyk, Allee‐Herndon, & Roberts, 2019). Support students in recognizing misrepresentations and overgeneralizations of culture groups, and assist in the creation of a narrative that is more representative of their own cultural experiences (Sung, 2020; Gultekin & May, 2020).…”

Section: Resultsmentioning

confidence: 99%

Lessons Learned from a Review of Diverse Literature in The Reading Teacher (2015–2020)

Kelly-Howard¹

2021

The Reading Teacher

View full text Add to dashboard Cite

Educators in the 21st century must not only use texts to facilitate the acquisition of literacy but also support students in developing attitudes of acceptance and criticality for overgeneralizations of diverse characters and cultures represented in literature. Utilizing culturally sustaining pedagogies to enhance the literacy learning of elementary age students provides teachers with an opportunity to understand students’ perspectives and orientation toward the injustices represented in multicultural texts and to facilitate discussions of advocacy for tolerance and equity in today’s society. This manuscript explores literature published in The Reading Teacher (2015–2020) regarding the integration of diverse texts in elementary classrooms (grades K‐6). Implications from the reviewed articles are used to provide practical applications for enhancing culturally sustaining pedagogies in the elementary classroom.

show abstract

Section: Resultsmentioning

confidence: 99%

Lessons Learned from a Review of Diverse Literature in The Reading Teacher (2015–2020)

Kelly-Howard¹

2021

The Reading Teacher

View full text Add to dashboard Cite

show abstract

“…Through increased racial literacy, educators can better understand the profound impacts of racism on the educational system and “can empower teachers and students to start and continue vital conversations on inequality and encourage social justice advocacy in the classroom” (Kaczmarczyk et al , 2019). Therefore, all of us who teach in colonised spaces should grapple with the following questions: Are we racially literate?…”

Section: Racial Literacy: Reading Race In Educationmentioning

confidence: 99%

Pedagogy or “trauma porn”? Racial literacy as a prerequisite for teaching racially dignifying content in the Australian social work context

Gatwiri

Mapedzahama²

2022

JME

View full text Add to dashboard Cite

Purpose On June 21, 2021, a motion was introduced to the Australian Senate calling on the federal government to reject critical race theory (CRT) from the national curriculum, claiming that CRT is divisive and racist. This was allegedly sparked by revisions to the national school curriculum, which included a more accurate reflection of the historical record of First Nations peoples’ experiences of colonisation and the framing of British arrival onto the continent as an invasion. This paper aims to overview the omnipresence of Western thought systems in the academy and critiques how knowledge production as a disciplinary practice positions race as a “marginalised knowledge”. Design/methodology/approach This paper is conceptual and it theorises the morphology and functions of racism within the Australian education system specifically, and across the board. This theorisation offers an invaluable starting point in rethinking how we advocate for and preserve Blac/k scholarship in academia. It examines how the political economy of racism in education offers a transformative position from which scholars can contribute to potential systemic change that promotes racial literacy and racial dignity, and the conditions necessary to foster these changes. Findings The paper confirms what studies by Blac/k scholars already highlight: that racialised knowledges are marked – as an aesthetic addition or as disruptive – or unnecessary – and how these patterns of colonial desires are manifested in the classroom or in race discourse. Originality/value Specifically, the arguments made in this paper examine two undertheorised concepts, namely, “racial dignity” and “trauma porn” to foreground the reimagination of practices that inform racial literacy in education. This offers a helpful starting place to consider how this form of education facilitates ongoing settler colonialism in Australia. The authors then propose an anti-racist pedagogical practice in social work education entailing three core crucial and transformative elements: self- reflexivity, storytelling and collaboration with Blac/k people.

show abstract

“…Thirty years of research and practice with literature circles have revealed the myriad ways in which student-centered inquiry can provoke agency and empowerment among readers across diverse contexts (Kaczmarczk et al, 2018) and increase readers' capacity to connect with others (Chisholm & Keller, 2014). Scholars have also underscored the various ways in which the content of the reading in literature circles can shape both what readers talk about and how they talk about it (Clarke, 2006).…”

Section: Supporting Dialogic and Critical Responses To Young Adult Literaturementioning

confidence: 99%

Examining Readers’ Critical Literature Circle Discussions of Looking for Alaska

Chisholm¹,

Cook²

2021

J Adolescent & Adult Lit

View full text Add to dashboard Cite

Promising approaches to transforming English language arts classrooms into dialogic, democratic, and critical spaces for literature discussions involve the selection of compelling young adult literature (YAL) and the use of student‐centered discussion strategies (e.g., literature circles). Scholars have demonstrated, however, the shortcomings of YAL and literature circles for interrogating sociopolitical content in literary texts and society. Drawing on a framework for critical literature circle roles, the authors examined how 23 undergraduate readers leveraged these roles to engage in critical conversations as they discussed John Green’s YA novel, Looking for Alaska. A qualitative, inductive analysis of discussion transcripts revealed how participants interrogated the text and society, especially in relation to gender stereotypes, and identified but also enacted stereotypes about culture and youth. Implications call for explicit support for readers in trying on critical literature circle roles and engaging in dialogic interactions that promote critical consciousness with YAL.

show abstract

Using Literacy Approaches to Begin the Conversation on Racial Illiteracy

Cited by 15 publications

References 10 publications

Lessons Learned from a Review of Diverse Literature in The Reading Teacher (2015–2020)

Lessons Learned from a Review of Diverse Literature in The Reading Teacher (2015–2020)

Pedagogy or “trauma porn”? Racial literacy as a prerequisite for teaching racially dignifying content in the Australian social work context

Examining Readers’ Critical Literature Circle Discussions of Looking for Alaska

Contact Info

Product

Resources

About