Buch, Englisch, 124 Seiten, HC gerader Rücken kaschiert, Format (B × H): 161 mm x 240 mm, Gewicht: 360 g
Reihe: Contemporary Perspectives on Multicultural Gifted Education
Engaging PreK-3 Gifted and Talented Black Boys Using Multicultural Literature and Ford's Bloom-Banks Matrix
Buch, Englisch, 124 Seiten, HC gerader Rücken kaschiert, Format (B × H): 161 mm x 240 mm, Gewicht: 360 g
Reihe: Contemporary Perspectives on Multicultural Gifted Education
ISBN: 978-1-64802-748-2
Verlag: Information Age Publishing
Black boys (of all ages) want to and need to physically see positive images of themselves in books reflected at them. This representation, we argue, has the potential to become an example of a compelling counter-narrative to the history of the "all-White world" (Larrick, 1965) of children's books that only presented Black characters as "objects of ridicule and generally inferior beings" (Sims Bishop 2012, p. 6). When Black boys see themselves portrayed visually, textually, and realistically in children's books, vital messages of recognition, value, affirmation, and validation are conveyed. Recognition of the sociocultural contexts in which they live is celebrated.
Books for and about Black boys must be rigorous, authentic, multicultural, and developmentally appropriate to allow them to synthesize what they have read, heard, and seen during literacy instruction in authentic and meaningful ways. Multicultural books must introduce children to information about the values of justice, fairness, and equity. Developmentally appropriate books should vary with and adapt to the age, experience, and interests of gifted and talented Black boys to allow them the opportunity to demonstrate critical thinking, textual analysis skills and convey conceptual knowledge. These stories must expose Black boys to culturally relevant counter stories -- stories that counteract the dominant discourse that has primarily depicted Black boys as "at risk" versus placed at risk; "without hope" versus hopeful; or "out of control and dangerous" (Tatum, 2005, p. 28) versus developing self-control like all other children (Wright et al., 2018).
Autoren/Hrsg.
Fachgebiete
- Sozialwissenschaften Pädagogik Pädagogik Bildungssystem
- Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung
- Sozialwissenschaften Soziologie | Soziale Arbeit Soziale Gruppen/Soziale Themen Gender Studies, Geschlechtersoziologie
- Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Soziologie von Migranten und Minderheiten
- Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
- Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
- Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
- Sozialwissenschaften Ethnologie | Volkskunde Volkskunde Minderheiten, Interkulturelle & Multikulturelle Fragen
- Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik Hochbegabtenförderung