Academic success for African American boys' in Special Education is
frequently elusive as the United States continues to endure the
legacy of academic discrimination (Blanchett, 2010; Skiba et al.,
2008). Consequently, educational policies have not fully protected
the equal rights or adequately responded to the learning needs of
students' academic shortcomings or taken advantage of their
strengths (Parkinson & Rowan, 2008; Tatum, 2005). This
persistent reading gap has not closed in generations, which is
deeply harmful to our American democracy (Wolf, 2019). With every
passing year that goes by without alleviating problems affecting
the reading gap, the damage is costly, and no failure is more
expensive than the failure to educate African American males in the
PK-12 pipeline (Robinson & Thompson 2019). The danger to our
students becomes more critical each year, and these are problems
that are deeply rooted in America. And, while teachers cannot
change the past, we can, and must, change the special education
system that shapes the future of students. Thus, a reader's
identity becomes shaped by the intersection of factors that are
both inherent and neurologically based, and factors that arise as a
result of one's home and academic environment (Hoyles & Hoyles,
2010; Robinson, Ford, Ellis, & Hartlep, 2016; Wolf, 2007).
Reading instruction must be culturally relevant which can
strengthen the reader's identity and capacity for critical thinking
(Arya & Feathers, 2012; Flowers, 2007; Robinson, 2017).
Critical literacy is grounded in the sociocultural perspective and
way of thinking about curriculum, literacies, and honoring
students' lived experiences, especially within the contexts of
Special Education (Brooks, 2006; Gay, 2002; Norman, 2011). This
edited book will fill a needed gap in scholarly research, as
manuscripts adopts a critical analysis that brings together the
latest theoretical, conceptual, quantitative, qualitative, and
mixed methods research studies. Chapters will have clear and
explicit implications for educational practice and make a
significant contribution to the field of special education and
reading instruction.
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