Journal of Early Childhood Literacy最新文献

{"title":"Children’s Book Celebrations and Recommendations for Pro-Black Pedagogy","authors":"Rachelle D. Washington, Michelle H. Martin","doi":"10.1177/14687984221124351","DOIUrl":"https://doi.org/10.1177/14687984221124351","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"448 - 452"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47752041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Professional Book Recommendation","authors":"Aeriale N. Johnson","doi":"10.1177/14687984221124285","DOIUrl":"https://doi.org/10.1177/14687984221124285","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"438 - 439"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42501928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conducting racial awareness research with African American children: Unearthing their sociopolitical knowledge through Pro-Black literacy methods","authors":"Wintre Foxworth Johnson","doi":"10.1177/14687984221123000","DOIUrl":"https://doi.org/10.1177/14687984221123000","url":null,"abstract":"Black children around the globe develop and learn in persistently racist environments. Decades of early racial awareness research primarily center on the development of young children’s self-esteem, racial biases, or friendships. Researchers have yet to learn all that can be understood about young children’s perspectives on structural racial inequities. There is a dearth of research that examines young African American children’s emergent sociopolitical consciousness. As such, this article explores the following inquiry: What research conditions make it possible to elicit young African American children’s racialized sociopolitical awareness and knowledge? Over the course of one school year, I studied five African American first graders’ literacies, racial awareness, and sociopolitical knowledge who were enrolled in an independent neighborhood elementary school. Through a synthesis of my methodology, I detail three foundational orientations: (a) privileging intraracial spaces as contexts for narrating and grappling with racialized, sociopolitical realities, (b) utilizing children’s literature by and about Black people with critically conscious narratives, and (c) operating from the belief that young children are competent to speak about the racialized conditions in which they live. This research demonstrates the possibilities of Pro-Black research at the intersection of racial awareness and sociocultural literacy studies. To combat anti-Blackness in education research and in schools, we need to hear the voices of African American children and carve out spaces that center Blackness for them to express racial sociopolitical truths. Conducting early racial awareness research about and with young African American children requires that we believe they possess the developmental capacity to name and resist inequity and imagine the possibilities of racial justice.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"408 - 432"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43157153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Professional Book Recommendation","authors":"E. Leach","doi":"10.1177/14687984221124281","DOIUrl":"https://doi.org/10.1177/14687984221124281","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"434 - 436"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49156470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Professional Book Recommendation","authors":"Jackie Matise Pen","doi":"10.1177/14687984221124283","DOIUrl":"https://doi.org/10.1177/14687984221124283","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"436 - 437"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42631011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prioritizing Pro-Blackness in literacy research, scholarship, and teaching","authors":"G. Boutte, Catherine Compton-Lilly","doi":"10.1177/14687984221121157","DOIUrl":"https://doi.org/10.1177/14687984221121157","url":null,"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.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"323 - 334"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46348763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prison abolition literacies as Pro-Black pedagogy in early childhood education","authors":"Nathaniel Bryan, Rachel McMillian, Keith LaMar","doi":"10.1177/14687984221122990","DOIUrl":"https://doi.org/10.1177/14687984221122990","url":null,"abstract":"The prison abolition movement has brought attention to the American carceral crisis, or better yet, the mass incarceration and disproportionate criminalization of Black people in America. It has also led to and fomented recent calls to defund prison systems, the police, and to remove police from schools. While discussions of prison abolition have been addressed in the carceral studies literature, they are seldom addressed in the education literature and particularly in early childhood education. Given the ways in which young Black children are and have been negatively impacted by issues of mass incarceration (e.g. absence of family members, school-prison nexus), the lack of attention to the American carceral crisis and teaching about prison abolition is beyond concerning and contributes to the stanchless anti-Black violence Black children face in early childhood classrooms. Drawing on Pro-Blackness, the imprisoned Black radical tradition, and abolitionist teaching, we introduce what we term prison abolition literacies– literacies practices that bring awareness to the injustices of the carceral state and encourage young children to become prison abolitionists––so that teachers can infuse prison abolition into the early childhood education curriculum.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"383 - 407"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49375179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Revolutionary love: A framework for teaching in pursuit of a multiracial democracy","authors":"Venus Evans-Winters","doi":"10.1177/14687984221124282","DOIUrl":"https://doi.org/10.1177/14687984221124282","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"440 - 441"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49113970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Professional Book Recommendations in Support of Pro-Black Pedagogy and Research","authors":"Saudah N. T. Collins, Janice Baines","doi":"10.1177/14687984221124284","DOIUrl":"https://doi.org/10.1177/14687984221124284","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"433 - 434"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48603387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Centering Black women’s ways of knowing: A review of critical literacies research in early childhood","authors":"Francheska D. Starks","doi":"10.1177/14687984221121156","DOIUrl":"https://doi.org/10.1177/14687984221121156","url":null,"abstract":"In the most recent edition of the Handbook of Reading Research, Ebony Elizabeth Thomas and colleagues (2020) identify the need to recontextualize critical literacy pedagogy and research in ways that center Black and Indigenous communities. Although critical literacy has a rich tradition in emancipatory work (e.g. Freire, 1996), Thomas et al. argue for the need to begin elsewhere, with the knowledge and traditions of Black and Indigenous communities, to produce literacy research and pedagogy that is more responsive to current social issues and iterations of racism. In this article, I combine their insights with those of early literacy researchers, such as Candace R. Kuby and Tara Gutshall Rucker, (e.g. Kuby, 2013; Kuby and Rucker, 2020) to suggest that the shifting of theoretical framings may be a useful way of broadening the context of critical literacies research and scholarship. Kuby and Rucker’s (2020) examination explores offerings from postructural and posthumanist theories for expanding conceptions of literacy in efforts to challenge our ideas of literacies, inequalities, and justice in early literacy research. Similarly, I analyze the affordances of Pro-Black and marginalized theories in critical literacies research, such as Black Feminist Thought (Collins, 2002), for understanding and expanding how we attend to positionality in early literacy educational research. Grounded in Black Feminist theories (Collins, 2002) and methodologies (Evans-Winters, 2019) as well my own positionality as a Black woman, this article takes up one specific concern from the call for this special issue, that is to address the lack of Pro-Black research in early literacy education. In so doing, I aim to broaden the ways that a historically praxis-oriented body of research in early childhood and elementary education, critical literacies research, is theorized and enacted by integrating more thoroughly Black women’s ways of knowing. I explore how to leverage our individual and combined perspectives, which are grounded in our rich history of resistance and thriving in the face of adversity, to produce knowledge and literacy practices useful for justice-oriented education. Through an analysis of academic literature related to critical literacies research and Black women educators in early childhood and elementary education, I address the question: How are Black women’s ways of knowing integrated in early childhood and elementary critical literacies research with participants who are Black women educators? I offer a sense of the extent to which Black women educators’ ways of knowing are associated with the term critical literacy and also identify fruitful strategies that critical literacies researchers can use to integrate Black women’s ways of knowing into the knowledge base and practices of critical literacies in early literacy research. Some strategies include integrating Black women educators' emotions and spiritual knowledge into the research and co-researching w","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"335 - 356"},"PeriodicalIF":1.6,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42147872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}