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A Critical Race Content Analysis of Young Adult Novels With Incarcerated Protagonists

Thu, April 11, 2:30 to 4:00pm, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B

Abstract

In 2020, Huber, Gonzalez, and Solórzano theorized Critical Race Content Analysis (CRCA), drawing together the work of Critical Race Theory of Education (Solórzano, 1997) and Critical Content Analysis (2017). The framework’s guiding principles focus on the ways race, racism, power, and subversion are at work in children’s literature with the hopes of giving educators further tools to build racial literacy (Dennis-Price & Sealey-Ruiz, 2021) in the context of the school-to-prison nexus. Applying CRCA uncovers the ways in which characters exhibit the tenets of racial literacy to make meaning of their experiences. There is an opportunity to use these novels to build teacher understanding of their complicit role in the school-to-prison nexus.

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