Reading Specialist Candidates' Enactment of Equity Pedagogy and Critical Race Theory During a Virtual Reading Clinic, Embedded in a Detroit Agency and University Collaboration

• In Event: Antiracist, Social Justice, and Inclusive Pedagogies

Abstract

This study examined reading specialist candidates who facilitated equity pedagogy, Critical Race Theory (CRT) and literature-based programming during remote reading practicum experiences in conjunction with a partnering Detroit agency, as part of a broader summer literacy program in an endeavor of reducing summer learning loss. An examination of candidates’ enactment of equity pedagogy, situated in CRT and culturally relevant text sessions revealed the role that culture plays in supporting children’s imaginative capital. An examination of perspectives of the agency coordinators revealed the benefits of the university partnership to bridge the achievement gap as a consequence of not attending in-person schooling and support the literacy development of remote learners.

Author

• K. Dara Hill, University of Michigan - Dearborn
  Presenting Author