Culturally Affirming Literacy Practices for Urban Elementary Students

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Description

The nations demographic of public schools are more ethnically, racially, and linguistically diverse than ever before (Strauss, 2014). However, there are still educational policies and practices that call to question whether traditionally marginalized students receive an equitable education. This is demonstrated in national achievement trends, which highlight disproportionality ratings among minoritized student groups. Also when examining school discipline policies, expulsion ratings, special education services, and school choice movements, all seem to handicap educational opportunity for low-income Black and Brown students. As American schools become more and more diverse, it is imperative that the literacy practices used to teach young students of color reflect the nations changing demographic. This book provides practical insights guided by conceptual and contextual knowledge in understanding how to teach urban African American and Hispanic/Latino(a) students by discussing issues associated with critical pedagogies, literacy, and culturally appropriate instructional strategies that have demonstrated success for traditionally marginalized student populations. This book examines culturally affirming literacy practices from three main components: (1) scholarship, (2) the field of practice, and (3) teacher education models. Each of these three are significant in understanding how to teach minoritized populations. As such, chapters have been organized into three main sections that address scholarship and research, trends in the field, and implications for teacher education models all in order to advance the literacy achievement of African American and Hispanic/Latino(a) students.

Reviews

Culturally Affirming Literacy Practices for Urban Elementary Students is a timely and welcomed addition to my professional library. A valuable resource for literacy educators, this volume fills a crucial gap in the professional literature by addressing both pedagogy and instructional suggestions for meeting the diverse literacy needs of students. The authors and contributors bridge the gap between theory and practice, offering unique insights to advance literacy learning for elementary students, particularly English language learners, in urban education settings. -- Maryann Mraz, Professor, University of North Carolina at Charlotte
Culturally Affirming Literacy Practices for Urban Elementary Students meets its purpose of providing ways in which curriculum and instruction can be culturally affirming and appropriate for urban elementary students. The text offers both theoretical foundations as well as descriptions and concrete examples of culturally responsive teaching in action. While conceptually and contextually the text has depth, it can be read and understood with ease. The diversity of contributors and topics rounds out the text in ways that make it accessible and applicable to novice as well as to seasoned educators. -- Adriana Medina, Associate Professor of Reading and Elementary Education, University of North Carolina at Charlotte
I cant wait to add this book to my collection! It offers a wealth of principles and practices for urban education that are respectful of students cultural and community resources and their tremendous capacities as learners. You will leave this book with practical instructional strategies and inspiration to provide ambitious and meaningful instruction for all students. -- Nell K. Duke, Professor of Literacy, Language, and Culture, University of Michigan
I anticipate that this book will inspire educators. The authors closely examine the influence of power and identity on social exchanges within classrooms. This will have a profound influence on culturally affirming pedagogy. -- Keri-Anne Croce, Associate Professor, Elementary Education, Towson University
This book is a must read for educators, and it clearly outlines issues and provides practical responses for improving literacy in urban schools. Often books highlight a deficit approach to address urban literacy issues; however, this book uses a strengths-based approach with many of the chapters using empowering culturally responsive projects that enhance learning for many urban students. Culturally Affirming Literacy Practices for Urban Elementary Students captures teaching practices that range from culturally responsive teaching to using technology and social media aps as tools for learning for digital natives. -- Patricia Larke, Professor of Teaching Learning and Culture, Texas A&M University

Author Bio

Dr. Lakia M. Scott is assistant professor in the School of Education at Baylor University. She currently teaches an elementary and middle grades reading methods course to pre-service teachers and has over ten years of combined experiences at the elementary, secondary, undergraduate, and graduate teaching levels. Dr. Barbara Purdum-Cassidy is a clinical assistant professor in the School of Education at Baylor University. With over twenty-five years of combined teaching experiences, Dr. Purdum-Cassidy currently teaches elementary language arts methods and advanced methods of teaching writing.