This straightforward and reader-friendly text provides strategies for P-12 educators who are interested in ensuring the cultural and academic excellence of African American students. It presents a careful balance of published scholarship, a framework for culturally relevant teaching, and research-based cases of teachers who excel at teaching Black children. Examples from multi-ethnic teachers across P-12 grades and content areas (e.g., ELA, science, mathematics, social studies, arts) are presented so that others can extrapolate in their respective educational settings.
This book explains Black culture, anti-Black racism, African Diaspora Literacy, African American Language, and pro-Black and actionable steps that educators can adopt and implement. Examples of culturally relevant family and community involvement are provided.
As with the previous edition, readers will appreciate a multitude of resources. After reading this book, educators will view educating African American students as exhilarating and rewarding and Black students will flourish.
Author(s): Gloria Swindler Boutte
Edition: 2
Publisher: Routledge
Year: 2022
Language: English
Pages: 288
City: New York
Cover
Half Title
Endorsements
Title Page
Copyright Page
Table of Contents
Foreword
Preface
Overview of Chapters
Chapter 1—And How Are the Children? Seeing Strengths and Possibilities
Chapter 2—Liberty and Justice for All—Breaking the Code
Chapter 3—Critical Literacy: Providing Mirrors and Windows for African American Students
Chapter 4—African Diaspora Literacy: Helping African American Students Become Literate About the African Diaspora
Chapter 5—We Be Lovin’ the Language (African American Language)
Chapter 6—Culturally Relevant Teaching: Views From Classrooms
Chapter 7—Communalism: Thinking About Families and Communities Inside and Outside of Schools
Chapter 8—Revisioning the Teaching of African American Students
Support Materials
Notes
References
Acknowledgments
1 And How Are the Children?: Seeing Strengths and Possibilities
And How Are the Children?
What Does All of This Mean for Educators?
Guidelines for Processing Information and Activities in This Book
Terms and Definitions
What Percentage of School Populations Is African American?
Why Do We Need a Book Or Course(s) About African American Students?
Hypothetical Test Question
What Are the Educational and Social Landscapes for African American Students?
Moving Beyond Limited Views and Negative Stereotypes: Seeing Brilliance and Strengths
How Many Models of Successful Schools Do We Need to See Before We Are Convinced That Black Children Can Succeed?
What Is African American Culture?
What Major Instructional Strategies and Approaches Are Stressed in This Book?
Culturally Relevant Pedagogy
African Diaspora Literacy
Critical Literacy
Contrastive Analysis
Pro-Blackness in P–12 Classrooms
Elementary School
Middle School
High School
Conclusion
Key Points From the Chapter
Activities
Resources
Notes
References
2 Liberty and Justice for All?: Breaking the Code
So, What Is a Conceptual Framework?
Levels of Oppression
Individual Level of Oppression
Institutional Level of Oppression (Structural Inequities)
Societal/Cultural Level
Intentional and Unintentional Oppression
Social Identities
So How Did It Come to Be This Way?
Conceptual Frameworks: Models/Theories That Explain Structural Inequities in Schools and Society
Conquest
Divide and Rule
Manipulation
Cultural Invasion
How Can Oppression Be Interrupted?
Conclusion
The Bad News
The Good News
Classroom Connections
Key Points From the Chapter
Activities
Resources
Notes
References
3 Critical Literacy: Providing Mirrors and Windows for African American Students
Critical Literacy and Books and Literature
Assumptions of Critical Literacy
Critically Conscious Book Collections—Windows Into the World
Critically Conscious Collections for Elementary Grades
Middle and High School
Recommendation for Middle/High School Book Lists
Examining Biases and Ideologies in Texts
Providing Multiple Perspectives
Cartoons, Music, Television, Movies, Internet, Social Media, and Other Media
Cartoons
Television Shows
Handling Challenges to Books
Case Study
Steps to Take When Faced With a Book Challenge
Key Points From the Chapter
Conclusion
Activities
Resources
Notes
References
4 African Diaspora Literacy: Helping African American Students Become Literate About the African Diaspora
African Diaspora Literacy
A Vision
Teaching About Diaspora Literacy in Schools
Commentary On Decolonizing Language
Adinkra Symbols
General Tips for Teaching African Diaspora Literacy
Ancient Africa
Teaching About the Enslavement of African People
Reconstruction Era
Jim Crow Era
Black Nationalist/Civil Rights Era
Contemporary Life in the US and in the African Diaspora
Classroom Examples
Classroom Example: Teaching About Africa and the Enslavement of African People
Classroom Example: Interrupting Curriculum Violence (Negative and Incomplete Curricular Stereotypes of Black People)
Classroom Example: Teaching About Contemporary Issues in Africa
Summary Comments About Diaspora Literacy
Liberation Literature
Elementary Level
Middle/High School Level
Key Points From the Chapter
Conclusion
Activities
Resources
Notes
References
5 We Be Lovin’ the Language (African American Language)
First Example: Loving the Language
Second Example: Loving the Language
Assumptions for This Chapter
African American Language—What It Is
African American Language Is a Parallel Language System to Standardized English
Linguicism
Examples of Linguicism
Example 1: Personal Conversation With an African American Professor
Example 2: Personal Communication During a Seminar On African American Language
Example 3: Written Journal Reflection By a White Female Teacher
Example 4: Comment By a Filipino Professor in a Seminar About Writing
A Classroom Example of Linguicism
Responses to Linguicism
African American Language
Features of African American Language
Phonology
Syntax
Semantics
Pragmatics
Linguistic Parallels Between AAL and Other Languages
Educational Implications
Getting Started
Contrastive Analysis
Written Activities/Assignments That Can Be Used
Oral Activities That Can Be Used
Code-Switching
Code Meshing: Moving Beyond Assimilation and Color-Evasive Language Strategies
Conclusion
Key Points From the Chapter
Activities
Resources
Notes
References
6 Culturally Relevant Teaching: Views From Classrooms
CEEEAAS’s Model Teachers
What Do Teachers Need to Effectively Teach African American Students?
Commonly Asked Questions About CRP
Examples From Elementary School
Afros, Waves, and Razorblades—If Schools Were Like Barbershops—Mr. Edward Hill, Third Grade Teacher
The Rationale for Focusing On Black Barbershops
Description of Mr. Hill’s Classroom
Standards Taught in the Barbershop Unit
Social Studies: IV. Production, Distribution, and Consumption
Interview Questions Devised and Asked By Students
Questions for Barbers
Questions for Customers
Commentary
“Even When She Sick, She Want to Come to School”—Nichole Folsom, Second and Third Grade Teacher
Description of Ms. Folsom’s Classroom
Commentary
Teaching and Caring for Our Children—Jennifer Strickland, Preschool and Kindergarten Teacher
Commentary
Examples From Middle School
No Bad Hair Days—Cassandra Tyler, Middle School Art Teacher
Artwork Used By Ms. Tyler
Books Used By Ms. Tyler
Books Addressing Other Related Concepts Covered By Ms. Tyler
Extending the Discussion to Related Science Concepts
Extending the Focus to Mathematics
Extending to the Study of History and Social Studies
Other Related Topics
Commentary
Other Examples of Middle School CRP in the Academic Literature
High School Examples
Simply the Best! Mr. William Lenard, High School Mathematics Teacher
Commentary
Yo—Whassup? William Boyles, High School Science Teacher
Commentary
Charlease Kelly-Jackson, College Instructor and Teacher for a Summer Program for African American High School Students
Ms. Kelly-Jackson—Example 1: Science Vocabulary
Commentary
Ms. Kelly-Jackson—Example 2: DNA Extraction Activities
Commentary
Ms. Kelly-Jackson—Example 3: Integumentary System
Commentary
Problematizing Science as “Factual” and Uncovering Scientific Racism
Overall Commentary About Ms. Kelly-Jackson
Social Justice in Secondary Science Classes—Stephanie Bailey
Illuminating Counternarratives
Conclusion
Key Points From the Chapter
Activities
Resources
Notes
References
7 Communalism: Thinking About Families and Communities Inside and Outside of Schools
Using Communal Africancentric Classroom Management
Families and Communities
Assumptions
Ideas for Parent and Community Involvement
Micro-ethnography
First and Second Weeks of School
Things to Learn About Students’ Family Lives
Community Exploration
An Example of Community Exploration and Using Information in Classroom Instruction
Family Literacy Book Club
Community Mirrors in the Classroom
On Open-Door Policies
Other School Personnel
PTA, Open Houses, and Large Group Meetings
Parent–Teacher Conferences
Using Technology to Communicate With Parents
Advocating for Black Parents
Engaging Community Sages
Photo Elicitation
Conclusion
Key Points From the Chapter
Activities
Resources
Notes
References
8 Revisioning the Teaching of African American Students
Next Steps
Freedom Dreaming
Conclusion
When and How Will We Know the Black Children Are Well?
Key Points From the Chapter
Activities
Resources
References
Index
