Combatting Curriculum Violence: Historical Fiction Text Selection through the Lens of the Black Girls' Literacies Framework
Saved in:
| Title: | Combatting Curriculum Violence: Historical Fiction Text Selection through the Lens of the Black Girls' Literacies Framework |
|---|---|
| Language: | English |
| Authors: | Stephanie M. Robillard (ORCID |
| Source: | Reading Teacher. 2026 79(6). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Middle School Students, Females, African Americans, Content Analysis, Books, Reading Material Selection, Multiple Literacies, Curriculum Design, Slavery, Selection Criteria |
| DOI: | 10.1002/trtr.70052 |
| ISSN: | 0034-0561 1936-2714 |
| Abstract: | This paper presents a critical content analysis of middle grade books featuring Black girls before the end of the Civil War, aiming to guide the selection of culturally relevant classroom texts. Using the Black Girls' Literacy Framework, we examined how each book represented key elements beyond simply featuring a Black female protagonist. Findings emphasize the importance of texts that challenge dominant narratives and reflect students' multiple literacies and identities. We conclude with recommendations for teachers to analyze texts and design curricula that honor the diverse experiences students bring to the classroom. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504059 |
| Database: | ERIC |
| Abstract: | This paper presents a critical content analysis of middle grade books featuring Black girls before the end of the Civil War, aiming to guide the selection of culturally relevant classroom texts. Using the Black Girls' Literacy Framework, we examined how each book represented key elements beyond simply featuring a Black female protagonist. Findings emphasize the importance of texts that challenge dominant narratives and reflect students' multiple literacies and identities. We conclude with recommendations for teachers to analyze texts and design curricula that honor the diverse experiences students bring to the classroom. |
|---|---|
| ISSN: | 0034-0561 1936-2714 |
| DOI: | 10.1002/trtr.70052 |
