Prioritizing Pro-Blackness in Literacy Research, Scholarship, and Teaching

Autor/inn/en	Boutte, Gloria Swindler; Compton-Lilly, Catherine
Titel	Prioritizing Pro-Blackness in Literacy Research, Scholarship, and Teaching
Quelle	In: Journal of Early Childhood Literacy, 22 (2022) 3, S.323-334 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/14687984221121157
Schlagwörter	Blacks; Racism; Early Childhood Education; Emergent Literacy; Educational Research; Educational Strategies; Advocacy + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Rassismus; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühleseunterricht; Bildungsforschung; Pädagogische Forschung; Lehrstrategie; Sozialanwaltschaft
Abstract	Against the backdrop of endemic anti-Black racism in Early Childhood literacy, we frame these special issues using "Pro-Blackness" as an antidote in early childhood classrooms. "Pro-Black" does note connote "anti"-White or "anti" any other ethnic group and declares an unapologetic, positive perspective regarding Blackness and Black people which is not evident in most educational settings. Pro-Blackness focuses on the agency, resistance, everyday lives, and joy of Black people. We unpack "anti"-Blackness in Early Childhood literacy contexts and offer Pro-Black strategies. We note the pervasive omission of Black theorists and scholarship in teacher education and P-3 classrooms and call for a prioritization of Pro-Black theories, research, policies, literacy practices and assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01