Identity-Affirming Literacies in Schools

1. Auflage 2025
ISBN: 978-1-032-67535-0
Verlag: Routledge

Buch, Englisch, 158 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 389 g

In Identity-Affirming Literacies in Schools, Chantal Francois and Jen McLaughlin Cahill combine their teaching, leadership, and research at Pearl Street Collaborative School in New York City to provide an intimate portrayal of what it means to strive toward a humanizing literacy pedagogy.

This book weaves the thread from the school’s dreams about humanizing literacy to the everyday work that extended and nurtured those dreams. By elevating urban students’ and teachers’ unique, diverse, but often devalued voices, this book describes how the school’s collaborative and equity-oriented professional culture informed asset-based dispositions and instructional practices through a relationship-oriented independent reading program; robust engagement with diverse texts, including intersectional, young adult, LGBTQ+ literature; opportunities to foster empathy; rich, text-based discussions; and teacher-designed authentic literacy assessments. This book explores opportunities for students to fluidly engage with their identities, knowledge about the world, the school community, and texts.

Identity-Affirming Literacies in Schools will appeal to pre- and in-service educators, especially those considering secondary literacy education and social change, who may use this book for coursework or professional learning.

Zielgruppe

Postgraduate, Professional Practice & Development, and Undergraduate Advanced

Autoren/Hrsg.

Francois, Chantal

McLaughlin Cahill, Jen

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Sozialwissenschaften Pädagogik Pädagogik
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Stadt- und Regionalsoziologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Weiterführende Schulen
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung

Inhaltsverzeichnis

1. Talking Through a Pedagogy of Love: Forging Collective Ideals for Humanizing Literacy 2. Getting Into a Reading Relationship: Independent Reading as a Community Practice Chapter 3.Close to the Heart: Cultivating Agency and Connection with LGBTQ+ YA Book Clubs 4. Growing Ideas Together: Text-Based Discussions as Humanizing Discourse 5.There’s Still More To Do: Authentic Literacy Assessments as Demonstration and Celebration

Über Autor(innen)

Chantal Francois, Ed.D., is an associate professor at Towson University’s Department of Instructional Leadership and Professional Development. She was previously a k-12 teacher and administrator. Her research focuses on culturally relevant literacy, Black women teachers, equity-oriented leadership, and urban education.

Jen McLaughlin Cahill, Ph.D., is a Lecturer of Educational Practice in Literacy Studies and Co-Director of the Philadelphia Writing Project at the University of Pennsylvania's Graduate School of Education. A former 6-12 teacher and learning specialist, her practitioner research examines cultivating affirming climates for LGBTQ+ youth in schools and culturally relevant literacy.