Developing Racial Literacy Through a Racialized Reader Response Framework

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Revolutionary Pedagogies for Equity and Social Change in K–12 Classrooms (Table 17)

Abstract

This study used a racialized reader response framework (Borsheim Black & Sarigianides, 2019) in two young adult literature courses across two universities to explore how it guided students in writing about racialized ideas and reflecting on their own identities. Through using critical discourse analysis, researchers analyzed student writing over the course of twelve weeks spanning across six novels. Findings indicate that students were able to explicitly reflect on their own racial identities, while simultaneously using problematic and othering language when writing about BIPOC protagonists. Students also demonstrated a consistent pattern of drawing connections between the novels they read in class to instances of global oppression. Results show the possibilities to use this framework in ELA methods courses to scaffold racial literacy.

Authors

• Arianna Banack, University of South Florida

• Rosa Nam, Colorado State University