Navigating Black Identity Development: The Power of Interactive Multicultural Read Alouds with Elementary-Aged Children

Autor/in	Piper, Rebekah E.
Titel	Navigating Black Identity Development: The Power of Interactive Multicultural Read Alouds with Elementary-Aged Children
Quelle	In: Education Sciences, 9 (2019), Artikel 141 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Racial Identification; African Americans; Elementary School Students; Civil Rights; Childrens Literature; Summer Programs; Reading Programs; Faculty Development; Preservice Teacher Education; Teacher Student Relationship; Interaction; Critical Theory; Race; Critical Literacy; African American Children + Suchen Sie Ihr Suchwort? Afroamerikaner; Bürgerrechte; Grundrechte; Zivilrecht; 'Children''s literature'; Kinderliteratur; Sommerkurs; Lehramtsstudiengang; Lehrerausbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Kritische Theorie; Rasse; Abstammung; Kritisches Lesen; African Americans; Child; Children; Kind; Kinder
Abstract	Racial identity development in young children is influenced by interactions with teachers and curriculum in schools. This article, using the framework of critical race theory, critical literacy, and critical pedagogy, explores how three elementary-aged Black children view their own identity development. Specifically, observing how children interact with Movement-Oriented Civil Rights-Themed Children's Literature (MO-CRiTLit) in the context of a non-traditional summer literacy program, Freedom Schools, to influence their Black identity. Professional development and preservice teacher preparation are needed to support teachers as they navigate through learning about pedagogical practices that increase student engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01