Expanding and Embracing Black Consequential Literacy Teaching and Learning Praxis With Black Elementary Boys

• In Event: Fairmont Roundtable Session Seventeen
  In Roundtable Session: The Beauty of Black Diversity: Explorations of Language, Race, and Gender, Untold (Table 2)

Abstract

We engage in consequential literacy teaching and learning praxis with 4th grade Black boys to cultivate their intellectual curiosities and joy. To effectively do this work, we build on the consequential literacy expertise and praxis of Black literary societies of the nineteenth century in the U.S. These Black literary societies were designed to practice literacy in creative, community-oriented, intellectually robust, joyful, and socially transformative ways. Therefore, we look back and learn forward from Black literacy leaders who were (and are) intimately aware of urgent literacy education needs of Black people. These needs exceed “reading and writing strategies.” This paper interrogates literacy teaching and learning with 4th grade Black boys during the academic school year using a multidimensional reading model.

Authors

• Sakeena Everett, University of Connecticut
  Presenting Author

• Tamara N. Moten, University of Georgia
  Presenting Author