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Drawing from an arts-based research and humanizing methodologies,
Dywanna Smith documents transformative and liberatory spaces in ELA
middle level classrooms, where students address and counteract
discrimination, colorism, sizism, and body shaming. Grounded in an
original qualitative study of adolescent Black girls, this book
examines how such "truth spaces" serve as a medium for adolescents
to self-examine their intersectional identities and give voice to
their resilience in the face of marginalization. Incorporating
original narratives, including the author's self-actualizing verse
novel and the voices of Black female students, Smith shines a light
on new culturally sustaining pedagogies and offers much-needed
implications for practice. Smith expertly weaves together poetry,
research, and empathy; the result is a pioneering text that urges
readers to understand the impact of anti-Black violence and the
important role literacy sanctuaries can play in supporting Black
girls' resilience and development. The novel in verse at the heart
of the volume is not only a provocative and necessary call for
transformative change, but also a window into a courageous lived
experience. This book is essential reading for pre-service
teachers, scholars, and students in literacy education, inclusive
education, and teacher education.
Drawing from an arts-based research and humanizing methodologies,
Dywanna Smith documents transformative and liberatory spaces in ELA
middle level classrooms, where students address and counteract
discrimination, colorism, sizism, and body shaming. Grounded in an
original qualitative study of adolescent Black girls, this book
examines how such "truth spaces" serve as a medium for adolescents
to self-examine their intersectional identities and give voice to
their resilience in the face of marginalization. Incorporating
original narratives, including the author's self-actualizing verse
novel and the voices of Black female students, Smith shines a light
on new culturally sustaining pedagogies and offers much-needed
implications for practice. Smith expertly weaves together poetry,
research, and empathy; the result is a pioneering text that urges
readers to understand the impact of anti-Black violence and the
important role literacy sanctuaries can play in supporting Black
girls' resilience and development. The novel in verse at the heart
of the volume is not only a provocative and necessary call for
transformative change, but also a window into a courageous lived
experience. This book is essential reading for pre-service
teachers, scholars, and students in literacy education, inclusive
education, and teacher education.
This book demonstrates the application of African Diaspora Literacy
in K-12 schools and teacher education programs. The book emerged
from a four-week Fulbright-Hays Group Abroad project to Cameroon,
West Africa, which was focused on African Diaspora Literacy. The
project was guided by the African principle of "Ubuntu" (I am
because we are). The 15-member team was comprised of eight faculty
members (representing five universities-Benedict College, Michigan
State University, South Carolina State University, South
University, and the University of South Carolina), one community
member, two K-12 administrators, and four K-12 teachers from high
need schools. The inclusion of such a diverse group of participants
in the Kamtok project (e.g., professors, K-12 teachers, community
members) lent itself to producing rich data that captured both the
intellectual scholarship and layperson's experience with
equilateral consideration. The purpose of the project was to gain
firsthand knowledge, artifacts, documents, experiences, and
resources to be used in the development, implementation, and
dissemination of curricula to be used in K-12 schools and
university classrooms to more effectively prepare educators to
teach African American students. Focusing specifically on the
language, history, politics, economics, religion, and cultural
traditions of people in the African Diaspora (e.g, U.S., Africa,
Caribbean, the Americas, Europe, Asia), this book illuminates
critical information typically missing from K-12 schools and
teacher education, and English curricula. Chapters are written by
scholars from Cameroons as well as those from the U.S. The book
represents a lovely compilation of application, theory, and
research. The book explores how African Diaspora Literacy can be
used to heal the endemic physical, symbolic, linguistic, curricula,
pedagogical, and system violence that African American children and
youth experience in schools and in society.
This book demonstrates the application of African Diaspora Literacy
in K-12 schools and teacher education programs. The book emerged
from a four-week Fulbright-Hays Group Abroad project to Cameroon,
West Africa, which was focused on African Diaspora Literacy. The
project was guided by the African principle of "Ubuntu" (I am
because we are). The 15-member team was comprised of eight faculty
members (representing five universities-Benedict College, Michigan
State University, South Carolina State University, South
University, and the University of South Carolina), one community
member, two K-12 administrators, and four K-12 teachers from high
need schools. The inclusion of such a diverse group of participants
in the Kamtok project (e.g., professors, K-12 teachers, community
members) lent itself to producing rich data that captured both the
intellectual scholarship and layperson's experience with
equilateral consideration. The purpose of the project was to gain
firsthand knowledge, artifacts, documents, experiences, and
resources to be used in the development, implementation, and
dissemination of curricula to be used in K-12 schools and
university classrooms to more effectively prepare educators to
teach African American students. Focusing specifically on the
language, history, politics, economics, religion, and cultural
traditions of people in the African Diaspora (e.g, U.S., Africa,
Caribbean, the Americas, Europe, Asia), this book illuminates
critical information typically missing from K-12 schools and
teacher education, and English curricula. Chapters are written by
scholars from Cameroons as well as those from the U.S. The book
represents a lovely compilation of application, theory, and
research. The book explores how African Diaspora Literacy can be
used to heal the endemic physical, symbolic, linguistic, curricula,
pedagogical, and system violence that African American children and
youth experience in schools and in society.
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