Getting Closer to "the Truth": Racial Literacies in Black History Education

• In Event: Fairmont Roundtable Session One
  In Roundtable Session: History, Philosophy, and Curriculum (Table 3)

Abstract

In this paper, the authors interrogate narratives of K-12 teachers engaged in teaching Black history through texts as a means of racial literacies development (Sealey-Ruiz, 2020). These examples in-practice draw from observations, interviews, survey data, among other data sources to provide insights into the experiences of educators in three states seeking to disrupt Eurocentrically dominated experiences of Black history in schools. Outcomes highlight examples of all six elements of racial literacy development and provide concrete examples for classroom use including critical textual analysis, purposeful questioning, and counternarrative writing as a method of unearthing just, humanizing, and liberatory Black history praxis.

Authors

• Mary Adu-Gyamfi, University of Missouri
  Presenting Author

• Greg Simmons, University at Buffalo - SUNY
  Presenting Author

• Dawnavyn James, University at Buffalo - SUNY
  Presenting Author

• Brianne Rose Pitts, Western Michigan University
  Presenting Author

• Daniel Tulino, Stockton University
  Presenting Author