在黑色空间建立关系:团结合作

IF 1.4 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Literacy Research Pub Date : 2020-10-29 DOI:10.1177/1086296X20966358

Davena Jackson

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引用次数: 6

摘要

考虑到反黑人的持续存在，作者展示了在11年级的英语课堂上，当黑人优先于反黑人时会发生什么。本研究使用批判性的自我民族志来探索维持黑人的合作教学方法。作者用故事的方式来放大黑人教师和黑人教师研究者之间建立关系的重要性。在黑人的生命比以往任何时候都重要的时候，这项研究进一步提供了将教室转变为希望、治愈和抵抗的场所的工具。最后，作者提出了以正义为导向的团结(JOS)框架，并强调了合作创造一个维持黑人的反种族主义学习环境的力量。

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Relationship Building in a Black Space: Partnering in Solidarity

Given the persistence of anti-Blackness, the author demonstrates what can happen when Blackness takes precedence over anti-Blackness in an 11th-grade English classroom. This study uses critical autoethnography to explore a collaborative approach to teaching and learning that sustains Blackness. The author uses storying to amplify the significance of relationship building between a Black teacher and a Black teacher-researcher. This research further provides tools for transforming classrooms into sites of hope, healing, and resistance in a time when Black lives matter more than ever. In closing, the author offers the framework of justice-oriented solidarity (JOS) and highlights the power of cocollaboration to create an antiracist learning environment that sustains Blackness.

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来源期刊

Journal of Literacy Research Multiple-

CiteScore

4.30

自引率

7.70%

发文量

期刊介绍： The Journal of Literacy Research (JLR) is a peer-reviewed journal contributes to the advancement research related to literacy and literacy education. Current focuses include, but are not limited to: -Literacies from preschool to adulthood -Evolving and expanding definitions of ‘literacy’ -Innovative applications of theory, pedagogy and instruction -Methodological developments in literacy and language research