Writing the School House Blues: Literacy, Equity, and Belonging in a Child's Early Schooling. Language and Literacy Series

Autor/in	Dyson, Anne Haas
Titel	Writing the School House Blues: Literacy, Equity, and Belonging in a Child's Early Schooling. Language and Literacy Series
Quelle	(2021), (192 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8077-6578-4
Schlagwörter	Racial Bias; African American Children; Educational Environment; Racial Composition; Barriers; Inclusion; Peer Relationship; Early Childhood Education; Literacy Education; Teaching Methods; Evaluation Methods; Equal Education; Student Experience; Minority Group Students + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Inklusion; Peer-Beziehungen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Studienerfahrung
Abstract	Anne Dyson confronts race and racism head-on with this ethnographic study of a child's efforts to belong--to be a child among children. Follow the journey of a small Black child, Ta'Von, as he moves from a culturally inclusive preschool through the early grades in a school located in a majority white neighborhood. Readers will see Ta'Von encountering obstacles but finding agency and joy through writing and music-making, especially his love of the blues. Most attempts at desegregating schools are studied by reducing individual children to demographic statistics and test scores. This book, instead, provides a child's perspective on challenges to classroom inclusion. Ta'Von's journey demonstrates that it is within children's peer worlds--formed in response to institutional policies and practices like desegregation initiatives, standardized testing, and a curricular focus on so-called "basic literacy skills"--that inequity becomes part of the experience of childhood. This book examines policies about literacy testing and teaching, including the potential power of the written word and of the arts. This book features: (1) A fresh approach to issues of inclusion, equity, and learning opportunities as seen through a child's eye; (2) Narrative vignettes that bring to life the equity issues of everyday school experiences; (3) An overview of the kinds of challenges to inclusion that may be faced by minoritized children in majority-dominated schools; (4) Details about changing institutional literacy policies and practices over time and grade level, emphasizing their impact on relationships and learning; and (5) Examples of teachers and children enacting inclusive communities. [Foreword written by William Trent.] (As Provided).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01