Race, Visuality, and Critical Literacies

• In Event: Dynamic Applied Visions of Culturally Responsive Teaching and Learning

Abstract

Drawing from the critical aesthetic response of several African American youths’ to the peritextual features of a historical fiction picturebook; in this paper, the author argues for a culturally and racially informed artistic approach in critical literacy education. The objectives are derived from a larger empirical research, and seek to elevate the discourse related to racialization (racial meaning), aesthetics and affectivity associated with reading/viewing the art and visual rhetoric in African American and multicultural literature for children.

Author

• Roberta Price Gardner, Georgia State University