The Moral Work of Teaching Reading Equitably to Black Children

Abstract

ABSTRACTTeaching reading to children from minoritized communities in ways that are both effective and meaningful is demanding and complex work. It requires educators to integrate their knowledge of (a) the various skills involved in reading, (b) assisting children to learn to read, and (c) the everyday sociocultural practices and identities of young readers. Weaving firsthand experiences of the second author, Dr. Patricia Edwards (or “Pat”), as a young Black girl in the Deep South in 1955 with moral philosophy and a review of extant research, we identify 3 principles for transforming opportunities for Black children to become successful readers. That is, we assert that teaching reading equitably (a) requires the exercise of teacher dispositional virtue; (b) requires support for teachers to make reasoned pedagogical judgments on behalf of Black and other minoritized children; and (c) provides teachers and their students alike with moral rewards that are inherent to the practice of equitable teaching. We offer actionable recommendations for teachers, school leaders, parents, and teacher educators.DisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also.