Shifting Epistemologies amidst Whitestream Norms: Centering Black Language in an Elementary Literacy Methods Course

Autor/in	Lee, Alice Y.
Titel	Shifting Epistemologies amidst Whitestream Norms: Centering Black Language in an Elementary Literacy Methods Course
Quelle	In: Literacy Research: Theory, Method, and Practice, 71 (2022) 1, S.268-285 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Alice Y.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2381-3369
DOI	10.1177/23813377221112977
Schlagwörter	Literacy Education; Teaching Methods; Culturally Relevant Education; Black Dialects; Phonics; African American Students; Methods Courses; Preservice Teacher Education; Epistemology; Equal Education; Tokenism; Sociolinguistics; Racism; Elementary Education; Standard Spoken Usage + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Erkenntnistheorie; Soziolinguistik; Rassismus; Elementarunterricht; Gesprochene Sprache; Umgangssprache
Abstract	This paper argues for a Black epistemological literacy education by centering Black equity in the process of teaching literacy methods. I offer a pedagogical model that stems from my own experiences disrupting required elementary literacy methods courses. My approach utilizes Black Language to illustrate the linguistic, sociocultural, and cognitive dimensions of literacy, and therein draws awareness for how white monolingual norms are thoroughly normalized in literacy instruction. While the linguistic legitimacy of Black Language, particularly its phonological systems, have been well established, in our current state, phonics instruction belongs to White Mainstream English. I contend that any cognitive literacy instruction for Black Language speakers must leverage the tacit knowledge of their own language. Pre-service teachers must receive explicit instruction on understanding societal hierarchies, especially as anti-Blackness and white supremacist views of Black Language are intertwined. A Black epistemological literacy education is necessary in modeling for pre-service teachers how literacy curricula must move beyond tokens of diversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01