The Role of Racial Literacy in US K-12 Education Research: A Review of the Literature

Autor/inn/en	Oto, Ryan; Rombalski, Abby; Grinage, Justin
Titel	The Role of Racial Literacy in US K-12 Education Research: A Review of the Literature
Quelle	In: Race, Ethnicity and Education, 26 (2023) 1, S.94-111 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rombalski, Abby) ORCID (Grinage, Justin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2022.2047635
Schlagwörter	Race; Literacy; Elementary Secondary Education; Literature Reviews; Social Justice; Critical Race Theory; Racial Relations; Equal Education; Racism + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Alphabetisierung; Schreib- und Lesefähigkeit; Soziale Gerechtigkeit; Rassismus
Abstract	The pursuit of racial justice in education continues to demand research that employs critical race theory (CRT). Underscoring the importance of such scholarship, this review of K-12 literature examines the trend of racial literacy in educational research. Using an interactive and recursive systematic review of research, this paper ultimately analyzed 22 peer-reviewed articles that employed racial literacy as a theory and/or method--many connected to CRT--for the possibilities they offered in upending racial liberalism in K-12 teaching and schooling. In this review, racial literacy was categorized into themes: as a process, as disrupting white supremacy and internalized racism, and as working toward curricular transformation, intersectional analysis, and centering youth voice. We conclude by discussing ways that racial literacy research can continue to work within and beyond the academy to disrupt racial liberalism and work toward anti-racist transformation in K-12 education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01