This book of matrices with Black boys as the main character is
designed to help gifted and talented education teachers leverage
Black boys' identities to inform and shape how they plan and
deliver curriculum and instruction and manage the multicultural,
democratic, and culturally responsive classroom. Ford and
colleagues (2005) spoke to the notion of and need for
'self-reflective instruction.' We argue that all teachers must want
to and learn how to legitimize the "everyday" experiences that are
learned and cultivated in the homes and communities of Black boys,
and how these experiences shape their self-identities and
contribute to agency (Wright, Counsell, & Tate 2015). We,
therefore, advocate for the rethinking of literacies by
repositioning White-centered texts that often reflect and represent
power and privilege toward centering the brilliance of Black
identities of Black children in general, Black boys in particular.
Black boys (of all ages) want to and need to physically see
positive images of themselves in books reflected at them. This
representation, we argue, has the potential to become an example of
a compelling counter-narrative to the history of the "all-White
world" (Larrick, 1965) of children's books that only presented
Black characters as "objects of ridicule and generally inferior
beings" (Sims Bishop 2012, p. 6). When Black boys see themselves
portrayed visually, textually, and realistically in children's
books, vital messages of recognition, value, affirmation, and
validation are conveyed. Recognition of the sociocultural contexts
in which they live is celebrated. Books for and about Black boys
must be rigorous, authentic, multicultural, and developmentally
appropriate to allow them to synthesize what they have read, heard,
and seen during literacy instruction in authentic and meaningful
ways. Multicultural books must introduce children to information
about the values of justice, fairness, and equity. Developmentally
appropriate books should vary with and adapt to the age,
experience, and interests of gifted and talented Black boys to
allow them the opportunity to demonstrate critical thinking,
textual analysis skills and convey conceptual knowledge. These
stories must expose Black boys to culturally relevant counter
stories -- stories that counteract the dominant discourse that has
primarily depicted Black boys as "at risk" versus placed at risk;
"without hope" versus hopeful; or "out of control and dangerous"
(Tatum, 2005, p. 28) versus developing self-control like all other
children (Wright et al., 2018).
General
Is the information for this product incomplete, wrong or inappropriate?
Let us know about it.
Does this product have an incorrect or missing image?
Send us a new image.
Is this product missing categories?
Add more categories.
Review This Product
No reviews yet - be the first to create one!
Welcome to Loot.co.za!
Sign in / Register |Wishlists & Gift Vouchers |Help | Advanced search
