Editor's Introduction: Racism and Antiracism: Forty Years of Theories and Debates

MacCann, Donnarae

doi:10.1353/uni.2001.0034

Cited by 22 publications

(1 citation statement)

References 12 publications

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“…In 2014, Walter Dean Myers published an opinion piece in The New York Times that begins with a question: “Where are the people of color in children’s books?” Beginning nearly one century prior to his call to recognize the “disparity of representation” in literature for young readers, figures such as Langston Hughes, W. E. B. Du Bois, Augusta Baker, Nancy Larrick, and Rudine Sims Bishop addressed the very same question (Bishop, 1990; Larrick, 1965; MacCann, 2001). The lack of representation of Black (and other nondominant) characters and figures in texts for young readers is, arguably, one of the most pervasive equity problems in language arts/literacy education in the United States.…”

Section: Representation and Relevance: Meeting The Literacy Needs Of mentioning

confidence: 99%

Journeys Toward Textual Relevance: Male Readers of Color and the Significance of Malcolm X and Harry Potter

Sciurba

2017

Journal of Literacy Research

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This article combines interview data from a group of boys of color at an urban single-sex school and content analysis of The Autobiography of Malcolm X and Harry Potter and the Sorcerer's Stone to demonstrate the complexities of readers' responses to literature. Textual relevance, or the ability to construct personal meaning from literature, emerged in two principal forms: (a) empathetic textual relevance (a mirror approach) and (b) sympathetic textual relevance (a window approach). In addition, textual relevance took shape in forms beyond mirrors or windows. In building upon theories of intersectionality and reader response, I argue that acknowledging the multi-dimensionality of readers' identities and their meaning-making processes can pave the way for youth empowerment. As such, this work aims to contribute to a more nuanced understanding of students' experiences as readers and to enhance literacy practices designed to promote equity.

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Section: Representation and Relevance: Meeting The Literacy Needs Of mentioning

confidence: 99%