在扫盲研究、学术和教学中优先考虑亲黑人

IF 1.3 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy Pub Date : 2022-09-01 DOI:10.1177/14687984221121157

G. Boutte, Catherine Compton-Lilly

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引用次数: 5

摘要

在儿童早期读写能力中普遍存在反黑人种族主义的背景下，我们将亲黑人作为儿童早期课堂的解毒剂来构建这些特殊问题。亲黑人并不意味着反白人或反任何其他种族群体，并宣称对黑人和黑人的一种毫无歉意的、积极的观点，这在大多数教育环境中并不明显。亲黑关注的是黑人的能动性、反抗、日常生活和快乐。我们在儿童早期读写环境中揭示反黑人，并提供亲黑人策略。我们注意到黑人理论家和学者在教师教育和P-3课堂上的普遍缺失，并呼吁优先考虑亲黑人的理论、研究、政策、扫盲实践和评估。

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Prioritizing Pro-Blackness in literacy research, scholarship, and teaching

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.

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来源期刊

Journal of Early Childhood Literacy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.00

自引率

12.50%

发文量

期刊介绍： Journal of Early Childhood Literacy is a fully peer-reviewed international journal. Since its foundation in 2001 JECL has rapidly become a distinctive, leading voice in research in early childhood literacy, with a multinational range of contributors and readership. The main emphasis in the journal is on papers researching issues related to the nature, function and use of literacy in early childhood. This includes the history, development, use, learning and teaching of literacy, as well as policy and strategy. Research papers may address theoretical, methodological, strategic or applied aspects of early childhood literacy and could be reviews of research issues. JECL is both a forum for debate about the topic of early childhood literacy and a resource for those working in the field. Literacy is broadly defined; JECL focuses on the 0-8 age range. Our prime interest in empirical work is those studies that are situated in authentic or naturalistic settings; this differentiates the journal from others in the area. JECL, therefore, tends to favour qualitative work but is also open to research employing quantitative methods. The journal is multi-disciplinary. We welcome submissions from diverse disciplinary backgrounds including: education, cultural psychology, literacy studies, sociology, anthropology, historical and cultural studies, applied linguistics and semiotics.