Centering Equity and Social Identity: Reflections on Culturally Sustaining Literacy Lessons from Two Elementary Classrooms
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| Title: | Centering Equity and Social Identity: Reflections on Culturally Sustaining Literacy Lessons from Two Elementary Classrooms |
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| Language: | English |
| Authors: | Nadine Bryce |
| Source: | Language and Literacy Spectrum. 2024 34(1). |
| Availability: | New York State Reading Association. PO Box 874, Albany, NY 12201. Tel: 518-434-4748; e-mail: tlalspectrum@mville.edu; Web site: http://www.nysreading.org/; Web site: https://digitalcommons.buffalostate.edu/lls/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Teachers, Charter Schools, Literacy Education, Student Writing Models, Social Environment, Cultural Context, Teaching Methods, Community Relations, Student Experience, Social Change, Reading Instruction, Reading Achievement, Community Involvement, Equal Education, Identification (Psychology), Self Concept |
| Geographic Terms: | New York (New York) |
| Abstract: | The author invited two teachers affiliated with their graduate program in literacy to explore how children's social identities impacted students' reading process. The teachers, Taylor and Dana, worked in urban elementary charter schools in New York City, at the time. The participants agreed to share samples from their classrooms to illustrate how they used their knowledge of children's sociocultural contexts and social identities to impact their teaching of literacy. Both teachers anchored their teaching in the recognition of the need for community. Both teachers highlighted the role literacy plays in sustaining one's connection to community. According to the author, young people need a pedagogy of hope and care, where each child can feel welcomed, seen, and heard, where each teacher nurtures all children's full humanity through an integrated, purposeful and responsive approach to literacy. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Accession Number: | EJ1438197 |
| Database: | ERIC |
| Abstract: | The author invited two teachers affiliated with their graduate program in literacy to explore how children's social identities impacted students' reading process. The teachers, Taylor and Dana, worked in urban elementary charter schools in New York City, at the time. The participants agreed to share samples from their classrooms to illustrate how they used their knowledge of children's sociocultural contexts and social identities to impact their teaching of literacy. Both teachers anchored their teaching in the recognition of the need for community. Both teachers highlighted the role literacy plays in sustaining one's connection to community. According to the author, young people need a pedagogy of hope and care, where each child can feel welcomed, seen, and heard, where each teacher nurtures all children's full humanity through an integrated, purposeful and responsive approach to literacy. |
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