Pub Date : 2022-09-01DOI: 10.1177/14687984221123000
Wintre Foxworth Johnson
Black children around the globe develop and learn in persistently racist environments. Decades of early racial awareness research primarily center on the development of young children’s self-esteem, racial biases, or friendships. Researchers have yet to learn all that can be understood about young children’s perspectives on structural racial inequities. There is a dearth of research that examines young African American children’s emergent sociopolitical consciousness. As such, this article explores the following inquiry: What research conditions make it possible to elicit young African American children’s racialized sociopolitical awareness and knowledge? Over the course of one school year, I studied five African American first graders’ literacies, racial awareness, and sociopolitical knowledge who were enrolled in an independent neighborhood elementary school. Through a synthesis of my methodology, I detail three foundational orientations: (a) privileging intraracial spaces as contexts for narrating and grappling with racialized, sociopolitical realities, (b) utilizing children’s literature by and about Black people with critically conscious narratives, and (c) operating from the belief that young children are competent to speak about the racialized conditions in which they live. This research demonstrates the possibilities of Pro-Black research at the intersection of racial awareness and sociocultural literacy studies. To combat anti-Blackness in education research and in schools, we need to hear the voices of African American children and carve out spaces that center Blackness for them to express racial sociopolitical truths. Conducting early racial awareness research about and with young African American children requires that we believe they possess the developmental capacity to name and resist inequity and imagine the possibilities of racial justice.
{"title":"Conducting racial awareness research with African American children: Unearthing their sociopolitical knowledge through Pro-Black literacy methods","authors":"Wintre Foxworth Johnson","doi":"10.1177/14687984221123000","DOIUrl":"https://doi.org/10.1177/14687984221123000","url":null,"abstract":"Black children around the globe develop and learn in persistently racist environments. Decades of early racial awareness research primarily center on the development of young children’s self-esteem, racial biases, or friendships. Researchers have yet to learn all that can be understood about young children’s perspectives on structural racial inequities. There is a dearth of research that examines young African American children’s emergent sociopolitical consciousness. As such, this article explores the following inquiry: What research conditions make it possible to elicit young African American children’s racialized sociopolitical awareness and knowledge? Over the course of one school year, I studied five African American first graders’ literacies, racial awareness, and sociopolitical knowledge who were enrolled in an independent neighborhood elementary school. Through a synthesis of my methodology, I detail three foundational orientations: (a) privileging intraracial spaces as contexts for narrating and grappling with racialized, sociopolitical realities, (b) utilizing children’s literature by and about Black people with critically conscious narratives, and (c) operating from the belief that young children are competent to speak about the racialized conditions in which they live. This research demonstrates the possibilities of Pro-Black research at the intersection of racial awareness and sociocultural literacy studies. To combat anti-Blackness in education research and in schools, we need to hear the voices of African American children and carve out spaces that center Blackness for them to express racial sociopolitical truths. Conducting early racial awareness research about and with young African American children requires that we believe they possess the developmental capacity to name and resist inequity and imagine the possibilities of racial justice.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"408 - 432"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43157153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/14687984221124281
E. Leach
{"title":"Professional Book Recommendation","authors":"E. Leach","doi":"10.1177/14687984221124281","DOIUrl":"https://doi.org/10.1177/14687984221124281","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"434 - 436"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49156470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/14687984221124283
Jackie Matise Pen
{"title":"Professional Book Recommendation","authors":"Jackie Matise Pen","doi":"10.1177/14687984221124283","DOIUrl":"https://doi.org/10.1177/14687984221124283","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"436 - 437"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42631011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/14687984221124282
Venus Evans-Winters
{"title":"Revolutionary love: A framework for teaching in pursuit of a multiracial democracy","authors":"Venus Evans-Winters","doi":"10.1177/14687984221124282","DOIUrl":"https://doi.org/10.1177/14687984221124282","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"440 - 441"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49113970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/14687984221122990
Nathaniel Bryan, Rachel McMillian, Keith LaMar
The prison abolition movement has brought attention to the American carceral crisis, or better yet, the mass incarceration and disproportionate criminalization of Black people in America. It has also led to and fomented recent calls to defund prison systems, the police, and to remove police from schools. While discussions of prison abolition have been addressed in the carceral studies literature, they are seldom addressed in the education literature and particularly in early childhood education. Given the ways in which young Black children are and have been negatively impacted by issues of mass incarceration (e.g. absence of family members, school-prison nexus), the lack of attention to the American carceral crisis and teaching about prison abolition is beyond concerning and contributes to the stanchless anti-Black violence Black children face in early childhood classrooms. Drawing on Pro-Blackness, the imprisoned Black radical tradition, and abolitionist teaching, we introduce what we term prison abolition literacies– literacies practices that bring awareness to the injustices of the carceral state and encourage young children to become prison abolitionists––so that teachers can infuse prison abolition into the early childhood education curriculum.
{"title":"Prison abolition literacies as Pro-Black pedagogy in early childhood education","authors":"Nathaniel Bryan, Rachel McMillian, Keith LaMar","doi":"10.1177/14687984221122990","DOIUrl":"https://doi.org/10.1177/14687984221122990","url":null,"abstract":"The prison abolition movement has brought attention to the American carceral crisis, or better yet, the mass incarceration and disproportionate criminalization of Black people in America. It has also led to and fomented recent calls to defund prison systems, the police, and to remove police from schools. While discussions of prison abolition have been addressed in the carceral studies literature, they are seldom addressed in the education literature and particularly in early childhood education. Given the ways in which young Black children are and have been negatively impacted by issues of mass incarceration (e.g. absence of family members, school-prison nexus), the lack of attention to the American carceral crisis and teaching about prison abolition is beyond concerning and contributes to the stanchless anti-Black violence Black children face in early childhood classrooms. Drawing on Pro-Blackness, the imprisoned Black radical tradition, and abolitionist teaching, we introduce what we term prison abolition literacies– literacies practices that bring awareness to the injustices of the carceral state and encourage young children to become prison abolitionists––so that teachers can infuse prison abolition into the early childhood education curriculum.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"383 - 407"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49375179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/14687984221121157
G. Boutte, Catherine Compton-Lilly
Against the backdrop of endemic anti-Black racism in Early Childhood literacy, we frame these special issues using Pro-Blackness as an antidote in early childhood classrooms. Pro-Black does note connote anti-White or anti any other ethnic group and declares an unapologetic, positive perspective regarding Blackness and Black people which is not evident in most educational settings. Pro-Blackness focuses on the agency, resistance, everyday lives, and joy of Black people. We unpack anti-Blackness in Early Childhood literacy contexts and offer Pro-Black strategies. We note the pervasive omission of Black theorists and scholarship in teacher education and P-3 classrooms and call for a prioritization of Pro-Black theories, research, policies, literacy practices and assessments.
{"title":"Prioritizing Pro-Blackness in literacy research, scholarship, and teaching","authors":"G. Boutte, Catherine Compton-Lilly","doi":"10.1177/14687984221121157","DOIUrl":"https://doi.org/10.1177/14687984221121157","url":null,"abstract":"Against the backdrop of endemic anti-Black racism in Early Childhood literacy, we frame these special issues using Pro-Blackness as an antidote in early childhood classrooms. Pro-Black does note connote anti-White or anti any other ethnic group and declares an unapologetic, positive perspective regarding Blackness and Black people which is not evident in most educational settings. Pro-Blackness focuses on the agency, resistance, everyday lives, and joy of Black people. We unpack anti-Blackness in Early Childhood literacy contexts and offer Pro-Black strategies. We note the pervasive omission of Black theorists and scholarship in teacher education and P-3 classrooms and call for a prioritization of Pro-Black theories, research, policies, literacy practices and assessments.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"323 - 334"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46348763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/14687984221124284
Saudah N. T. Collins, Janice Baines
{"title":"Professional Book Recommendations in Support of Pro-Black Pedagogy and Research","authors":"Saudah N. T. Collins, Janice Baines","doi":"10.1177/14687984221124284","DOIUrl":"https://doi.org/10.1177/14687984221124284","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"433 - 434"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48603387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-26DOI: 10.1177/14687984221121156
Francheska D. Starks
In the most recent edition of the Handbook of Reading Research, Ebony Elizabeth Thomas and colleagues (2020) identify the need to recontextualize critical literacy pedagogy and research in ways that center Black and Indigenous communities. Although critical literacy has a rich tradition in emancipatory work (e.g. Freire, 1996), Thomas et al. argue for the need to begin elsewhere, with the knowledge and traditions of Black and Indigenous communities, to produce literacy research and pedagogy that is more responsive to current social issues and iterations of racism. In this article, I combine their insights with those of early literacy researchers, such as Candace R. Kuby and Tara Gutshall Rucker, (e.g. Kuby, 2013; Kuby and Rucker, 2020) to suggest that the shifting of theoretical framings may be a useful way of broadening the context of critical literacies research and scholarship. Kuby and Rucker’s (2020) examination explores offerings from postructural and posthumanist theories for expanding conceptions of literacy in efforts to challenge our ideas of literacies, inequalities, and justice in early literacy research. Similarly, I analyze the affordances of Pro-Black and marginalized theories in critical literacies research, such as Black Feminist Thought (Collins, 2002), for understanding and expanding how we attend to positionality in early literacy educational research. Grounded in Black Feminist theories (Collins, 2002) and methodologies (Evans-Winters, 2019) as well my own positionality as a Black woman, this article takes up one specific concern from the call for this special issue, that is to address the lack of Pro-Black research in early literacy education. In so doing, I aim to broaden the ways that a historically praxis-oriented body of research in early childhood and elementary education, critical literacies research, is theorized and enacted by integrating more thoroughly Black women’s ways of knowing. I explore how to leverage our individual and combined perspectives, which are grounded in our rich history of resistance and thriving in the face of adversity, to produce knowledge and literacy practices useful for justice-oriented education. Through an analysis of academic literature related to critical literacies research and Black women educators in early childhood and elementary education, I address the question: How are Black women’s ways of knowing integrated in early childhood and elementary critical literacies research with participants who are Black women educators? I offer a sense of the extent to which Black women educators’ ways of knowing are associated with the term critical literacy and also identify fruitful strategies that critical literacies researchers can use to integrate Black women’s ways of knowing into the knowledge base and practices of critical literacies in early literacy research. Some strategies include integrating Black women educators' emotions and spiritual knowledge into the research and co-researching w
在最新一期的《阅读研究手册》中，Ebony Elizabeth Thomas及其同事（2020）指出，有必要以黑人和土著社区为中心，重新文本化批判性识字教育学和研究。尽管批判性识字在解放工作中有着丰富的传统（例如Freire，1996），Thomas等人认为，有必要从其他地方开始，利用黑人和土著社区的知识和传统，进行更能应对当前社会问题和种族主义反复的识字研究和教学法。在这篇文章中，我将他们的见解与早期识字研究人员的见解相结合，如Candace R.Kuby和Tara Gutshall Rucker（例如Kuby，2013；Kuby和Rucker，2020），以表明理论框架的转变可能是拓宽批判性文学研究和学术背景的一种有用方式。Kuby和Rucker（2020）的研究探索了后结构主义和后人文主义理论的提供，以扩展识字概念，努力挑战我们在早期识字研究中对识字、不平等和正义的看法。同样，我分析了批判文学研究中亲黑人和边缘化理论的可供性，如黑人女权主义思想（Collins，2002），以理解和扩展我们如何关注早期识字教育研究中的立场。本文以黑人女权主义理论（Collins，2002）和方法论（Evans-Winters，2019）以及我作为黑人女性的立场为基础，从对这一特殊问题的呼吁中提出了一个具体的担忧，即解决早期扫盲教育中缺乏亲黑人研究的问题。通过这样做，我的目标是通过更彻底地整合黑人女性的认识方式，拓宽幼儿和小学教育中以历史实践为导向的研究机构，批判性文学研究的理论化和实施方式。我探讨了如何利用我们的个人和综合观点，这些观点建立在我们丰富的抵抗历史和在逆境中茁壮成长的基础上，为面向正义的教育提供有用的知识和识字实践。通过分析与批判性文学研究相关的学术文献以及幼儿和小学教育中的黑人女性教育者，我提出了一个问题：黑人女性的认知方式如何与黑人女性教育工作者的参与者融合在幼儿和小学批判性文学研究中？我了解了黑人女性教育工作者的认识方式与批判性识字一词的关联程度，并确定了批判性识字研究人员可以用来将黑人女性的认识方式融入早期识字研究中批判性识字的知识库和实践的富有成效的策略。一些策略包括将黑人女性教育者的情感和精神知识融入研究，并与同样参与研究的黑人女性共同研究。
{"title":"Centering Black women’s ways of knowing: A review of critical literacies research in early childhood","authors":"Francheska D. Starks","doi":"10.1177/14687984221121156","DOIUrl":"https://doi.org/10.1177/14687984221121156","url":null,"abstract":"In the most recent edition of the Handbook of Reading Research, Ebony Elizabeth Thomas and colleagues (2020) identify the need to recontextualize critical literacy pedagogy and research in ways that center Black and Indigenous communities. Although critical literacy has a rich tradition in emancipatory work (e.g. Freire, 1996), Thomas et al. argue for the need to begin elsewhere, with the knowledge and traditions of Black and Indigenous communities, to produce literacy research and pedagogy that is more responsive to current social issues and iterations of racism. In this article, I combine their insights with those of early literacy researchers, such as Candace R. Kuby and Tara Gutshall Rucker, (e.g. Kuby, 2013; Kuby and Rucker, 2020) to suggest that the shifting of theoretical framings may be a useful way of broadening the context of critical literacies research and scholarship. Kuby and Rucker’s (2020) examination explores offerings from postructural and posthumanist theories for expanding conceptions of literacy in efforts to challenge our ideas of literacies, inequalities, and justice in early literacy research. Similarly, I analyze the affordances of Pro-Black and marginalized theories in critical literacies research, such as Black Feminist Thought (Collins, 2002), for understanding and expanding how we attend to positionality in early literacy educational research. Grounded in Black Feminist theories (Collins, 2002) and methodologies (Evans-Winters, 2019) as well my own positionality as a Black woman, this article takes up one specific concern from the call for this special issue, that is to address the lack of Pro-Black research in early literacy education. In so doing, I aim to broaden the ways that a historically praxis-oriented body of research in early childhood and elementary education, critical literacies research, is theorized and enacted by integrating more thoroughly Black women’s ways of knowing. I explore how to leverage our individual and combined perspectives, which are grounded in our rich history of resistance and thriving in the face of adversity, to produce knowledge and literacy practices useful for justice-oriented education. Through an analysis of academic literature related to critical literacies research and Black women educators in early childhood and elementary education, I address the question: How are Black women’s ways of knowing integrated in early childhood and elementary critical literacies research with participants who are Black women educators? I offer a sense of the extent to which Black women educators’ ways of knowing are associated with the term critical literacy and also identify fruitful strategies that critical literacies researchers can use to integrate Black women’s ways of knowing into the knowledge base and practices of critical literacies in early literacy research. Some strategies include integrating Black women educators' emotions and spiritual knowledge into the research and co-researching w","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"335 - 356"},"PeriodicalIF":1.6,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42147872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-19DOI: 10.1177/14687984221121163
Michelle Grace Williams
Black Art in various forms has long been used by people in the African Diaspora to promote Black joy and Pro-Blackness yet it is often not included in language and literacy early childhood pedagogies to uplift Black children in North American schools. Likewise, many anti-racist early childhood research studies focus on the challenges faced by Black people with little emphasis on Black joy and Pro-Black narratives and the ways they are central to our psychic preservation and survival in the fight against anti-Black racism (Dunn D and Love B, 2020; Ladson-Billings, 2019b). As a child, Nina Simone’s Young Gifted and Black song lyrics rang true as the source of my Black joy was knowing the brilliance of Black people and being proud of our resistance to anti-Black racism. Growing up in the Jamaican context I heard the reggae version of her song rendered by Reggae artistes Marcia Griffiths and Bob Marley also Pro-Black advocates who contributed to my racial pride. Contemporary Jamaican Reggae artists like Chronixx with his song Black is Beautiful continue to promote these racial affirming messages. In this article, I focus on ways teachers can learn to promote Black Joy and Pro-Blackness in the early years as I introduce the notion of an African Diaspora Racial Literacy pedagogy that celebrates and fosters racial pride using Black music and poetry. By coining African Diaspora Racial Literacy, I refer to an instructional approach that draws from positive affirming racial messages from the African Diaspora to promote Black joy and racial pride, raise children’s critical consciousness, and prepare children to be able to take action against anti-Black racism. Through the lenses of Pro-Black Jamaican Intellectual Thought, critical race, Black Feminist, and decolonizing perspectives, I explore Jamaican Black Art literacies (e.g. song and poetry) and provide recommendations for teachers of children of African descent that center Black joy and Pro-Blackness as resistance to anti-Black racism in early childhood pedagogy and practice.
{"title":"“They never told us that Black is beautiful”: Fostering Black joy and Pro-Blackness pedagogies in early childhood classrooms","authors":"Michelle Grace Williams","doi":"10.1177/14687984221121163","DOIUrl":"https://doi.org/10.1177/14687984221121163","url":null,"abstract":"Black Art in various forms has long been used by people in the African Diaspora to promote Black joy and Pro-Blackness yet it is often not included in language and literacy early childhood pedagogies to uplift Black children in North American schools. Likewise, many anti-racist early childhood research studies focus on the challenges faced by Black people with little emphasis on Black joy and Pro-Black narratives and the ways they are central to our psychic preservation and survival in the fight against anti-Black racism (Dunn D and Love B, 2020; Ladson-Billings, 2019b). As a child, Nina Simone’s Young Gifted and Black song lyrics rang true as the source of my Black joy was knowing the brilliance of Black people and being proud of our resistance to anti-Black racism. Growing up in the Jamaican context I heard the reggae version of her song rendered by Reggae artistes Marcia Griffiths and Bob Marley also Pro-Black advocates who contributed to my racial pride. Contemporary Jamaican Reggae artists like Chronixx with his song Black is Beautiful continue to promote these racial affirming messages. In this article, I focus on ways teachers can learn to promote Black Joy and Pro-Blackness in the early years as I introduce the notion of an African Diaspora Racial Literacy pedagogy that celebrates and fosters racial pride using Black music and poetry. By coining African Diaspora Racial Literacy, I refer to an instructional approach that draws from positive affirming racial messages from the African Diaspora to promote Black joy and racial pride, raise children’s critical consciousness, and prepare children to be able to take action against anti-Black racism. Through the lenses of Pro-Black Jamaican Intellectual Thought, critical race, Black Feminist, and decolonizing perspectives, I explore Jamaican Black Art literacies (e.g. song and poetry) and provide recommendations for teachers of children of African descent that center Black joy and Pro-Blackness as resistance to anti-Black racism in early childhood pedagogy and practice.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"357 - 382"},"PeriodicalIF":1.6,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48446478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-17DOI: 10.1177/14687984221118475
Christy Wessel‐Powell, Beth A. Buchholz, Jason D. DeHart, Elizabeth M. Frye, Devery Ward, Sarah M. Vander Zanden, Elizabeth Campbell
Although isolating, lockdown also created unexpected opportunities for connection and inspiration. This article describes the lockdown literacies of a sibling pair, Marco and Mara, as they wrote digital texts/books for Literacy-Cast, a virtual, interactive literacy space offered by Appalachian State University from March 2020-present. Since lockdown began, this virtual space has been enacted 4-5 days weekly with 70-250 participants logging in from “home” to co-construct a multigenerational, multilingual, geographically-dispersed community engaged in reading, writing/composing, making, speaking, and listening. Literacy-Cast was imagined, built, and enacted collaboratively among faculty, laboratory school teachers, graduate-level teacher candidates, and children (and families) in grades K-5. We hear a lot about the limitations of virtual classrooms/learning (e.g., COVID “learning loss,” lack of engagement, unequal access), particularly in relation to historically marginalized communities, but rarely are we offered counter-narratives: examples where young children who live and go to school in these communities shaped the creation of new virtual spaces/places by making visible meaningful “at home” literacy/language practices, cultural artifacts, and people. Through invitations embedded in the multimodal texts/books shared on Literacy-Cast’s digital bookshelf, children brought the community into their homes–bedrooms, kitchens, backyards, back porches, and backseats, reframing “home visits'' as sites/events for new kinds of community knowledge production. Research about home visits, educators visiting students’ homes to learn about children’s lives, has documented the impact of home environment awareness on school interactions, improved relationships between caregivers and teachers, typically focused on intervention supporting school-based achievement and school practices, often with unidirectional flow from school-to-home; however we conceptualize Literacy-Cast’s daily activity as multidirectional “home visits,” where invitations to come over and play, read, and write together brokered relationships and strengthened a gamut of literacy practices for all participants. Through collaborative ethnography, we explore ways “home” (e.g., objects/people/practices/languages/events) became tools/co-authors for children’s digital composing/making and, ultimately, home/community-making.
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