Literacy, a foundational tool that unlocks opportunities, can be viewed in both narrow and confining lenses. We, doctoral students at Michigan State University, center our own experiences in order to redefine such narratives of what literacy means, can mean, and should mean for students of color throughout the African Diaspora. We explore methods to disrupt, experiences to resist, and questions to challenge the ways that students and educators engage with various concepts of literacy. Though we come from various backgrounds, this manuscript seeks to push forward a dialogue that allows for the multiple literacies that Black children have, language and otherwise, to be seen as an asset rather than a deficit. It is incumbent upon educators to explore, accept, and learn from Black children in pursuit of allowing various literacies to be accepted, explored, and appreciated. Our work is part of a larger conversation that continues a legacy of struggle to ensure that the education Black children receive is one that is liberatory rather than shackling.
Alabede, Yetunde; Reed, Jessica; and Thompson, Blake
"To Be Young, Black, and In the Academy: A Collection of Lessons,"
Michigan Reading Journal: Vol. 55:
1, Article 10.
Available at: https://scholarworks.gvsu.edu/mrj/vol55/iss1/10
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Secondary Education and Teaching Commons