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Combatting Curriculum Violence: Historical Fiction Text Selection through the Lens of the Black Girls' Literacies Framework

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Title: Combatting Curriculum Violence: Historical Fiction Text Selection through the Lens of the Black Girls' Literacies Framework
Language: English
Authors: Stephanie M. Robillard (ORCID 0000-0002-2984-8027), Elena Darling-Hammond, Emma Bene (ORCID 0000-0001-5140-293X)
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
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  Data: Combatting Curriculum Violence: Historical Fiction Text Selection through the Lens of the Black Girls' Literacies Framework
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  Data: <searchLink fieldCode="AR" term="%22Stephanie+M%2E+Robillard%22">Stephanie M. Robillard</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2984-8027">0000-0002-2984-8027</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elena+Darling-Hammond%22">Elena Darling-Hammond</searchLink><br /><searchLink fieldCode="AR" term="%22Emma+Bene%22">Emma Bene</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5140-293X">0000-0001-5140-293X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Reading+Teacher%22"><i>Reading Teacher</i></searchLink>. 2026 79(6).
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  Data: 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
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  Data: Y
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  Data: 9
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  Data: 2026
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22African+Americans%22">African Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Books%22">Books</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Material+Selection%22">Reading Material Selection</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Literacies%22">Multiple Literacies</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Slavery%22">Slavery</searchLink><br /><searchLink fieldCode="DE" term="%22Selection+Criteria%22">Selection Criteria</searchLink>
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  Data: 10.1002/trtr.70052
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  Data: 0034-0561<br />1936-2714
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  Label: Abstract
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  Data: 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.
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      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Females
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      – SubjectFull: African Americans
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      – SubjectFull: Content Analysis
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      – SubjectFull: Selection Criteria
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      – TitleFull: Combatting Curriculum Violence: Historical Fiction Text Selection through the Lens of the Black Girls' Literacies Framework
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