Relational aspects of writer's workshop in kindergarten: learning from Black boys who used their creativity and strength to speak back to the scripted curriculum.
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| Title: | Relational aspects of writer's workshop in kindergarten: learning from Black boys who used their creativity and strength to speak back to the scripted curriculum. |
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| Authors: | Sherfinski, Melissa1 (AUTHOR) Melissa.Sherfinski@mail.wvu.edu |
| Source: | Journal of Early Childhood Teacher Education. Jul-Sep2023, Vol. 44 Issue 3, p577-597. 21p. 2 Color Photographs, 1 Chart. |
| Subject Terms: | *Black children, *Writers' workshops, *Kindergarten children, *Creative ability, *Kindergarten, *Teacher educators, African diaspora |
| Abstract: | Writer's workshop is a popular curriculum opportunity in most US schools. This case study of two Black boys engaging in a Kindergarten writer's workshop richly contextualizes their writing identities and practices. A critical childhood studies framework was used to show how Black boys and their White teachers improvised writing-related relationships. The research questions for the study were: (1) How did Black boys use creativity and strength to push back against the semi-scripted curriculum in Kindergarten writer's workshop? (2) What can teachers and teacher educators learn from their examples? In the findings Black boys strove to think, understand, and practice writing freely and to use their personal and cultural resources outside the constraints of teaching scripts. However, when teachers did not navigate the semi-scripted curriculum, all the children were robbed of their writing identities but Black boys were most deeply affected. Reflection questions and suggestions for teacher educators and professional developers are designed to support the use of improvisational practices and African diaspora literacy in early childhood and elementary school writing contexts. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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