Once upon an Anti-Black Time: Unpacking the Counter Fairy Tales (CFT) Model to Support Culturally Responsive Literacy Instruction for Black Girls

Autor/inn/en	Young, Jemimah; Butler, Bettie Ray; Strong, Kellan; Turner, Maiya A.
Titel	Once upon an Anti-Black Time: Unpacking the Counter Fairy Tales (CFT) Model to Support Culturally Responsive Literacy Instruction for Black Girls
Quelle	In: English Teaching: Practice and Critique, 20 (2021) 4, S.501-520 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
DOI	10.1108/ETPC-10-2020-0134
Schlagwörter	Culturally Relevant Education; Literacy Education; African American Students; Females; Racial Bias; African American Culture; Fairy Tales; Language Arts; English Instruction; Teaching Methods; Story Telling; Identification (Psychology); Blacks; Feminism; Ethnic Stereotypes + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Racial discrimination; Rassismus; Fairy tale; Fairytale; Fairytales; Fairy-tale; Fairy-tales; Märchen; Sprachkultur; English langauage lessons; Englischunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Black person; Schwarzer; Feminismus; National stereotype; Nationales Stereotyp
Abstract	Purpose: This paper aims to argue that culturally responsive approaches to literacy instruction are necessary not only to celebrate Black girl literacies but to also expose, challenge and disrupt antiblackness in English education. However, without explicit exemplars to guide classroom practice, this type of instruction will remain elusive. The present paper expands upon the original conceptualization of Counter Fairy Tales (CFT) by further explicating the framework and providing recommendations to inform culturally responsive literacy practices to disrupt antiblackness. Design/methodology/approach: The question that drives this study asks how can the CFT model be applied as a form of culturally responsive literacy instruction to best teach Black girls? Findings The CFT framework places value on Black girls' ways of knowing and gives primacy to their voice and unique experiences through culturally responsive literacy instruction. Research limitations/implications: The larger implication of this research is for teachers to begin to create culturally responsive literacy instruction that honors the lived experiences of today's Black adolescent girls, particularly those in young grades. Inclusive and affirming literary practices must be established, an environment in which Black girls can share their voices and visions as they explore themselves through writing. Originality/value: This conceptual paper is one of few that specifically focuses on how teachers can use CFTs to facilitate the inclusion of Black girls' experiential and communal ways of knowing to support culturally responsive literacy instruction in younger grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01