Activating Joy through Culturally and Historically Responsive Read-Alouds

Autor/inn/en	Vlach, Saba K.; Lentz, Tova S.; Muhammad, Gholnecsar E.
Titel	Activating Joy through Culturally and Historically Responsive Read-Alouds
Quelle	In: Reading Teacher, 77 (2023) 1, S.121-130 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2203
Schlagwörter	Psychological Patterns; Culturally Relevant Education; Reading Aloud to Others; Elementary School Teachers; History + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Geschichte; Geschichtsdarstellung
Abstract	Activating joy is a rigorous and serious pursuit in literacy education. In this article, we guide educators through the framework of culturally and historically responsive education and its five pursuits: identity, skills, intellect, criticality, and joy. Our focus is on the fifth pursuit -joy-- and we support elementary school teachers in pursuing joy during read-aloud in their classrooms. As we advocate for activating joy during read-aloud, we ask educators to consider joy and its relationship to justice and humanity. We suggest that to activate joy, educators must start with stories that center and celebrate our young people, their lived experiences, and their histories from a place of self-empowerment. We offer practical examples of culturally and historically responsive read-alouds that center five types of joy. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01