Unforgivable Blackness: Visual Rhetoric, Reader Response, and Critical Racial Literacy

Gardner, Roberta Price

doi:10.1007/s10583-016-9291-5

Cited by 23 publications

(11 citation statements)

References 26 publications

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“…Those in early childhood contexts can actively strive to become critical communities (the second proposition) who work together to resist and sort through these contradictions and the many pitfalls that trip us up: in order to understand the semantics of race, we must deconstruct it collectively. While the moment-to-moment discursive moves we make toward critical racial literacy are only beginnings, we understand that even failures in striving toward critical racial literacy can prove to be “generative and informative points of departure for further growth” (Gardner, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Coming to terms with blind spots is often accompanied by pain. However, widespread assumptions about blackness as inferior are “part of a fictional script that can become internalized by children and embedded within their literacies if they are not countered and mediated by affirmative contexts” (Gardner, 2016). Thus we suggest that part of what parents and teachers can do to disrupt racism is to recognize that racism thrives despite our attempts to use discursive tools (the third proposition).…”

Section: Discussionmentioning

confidence: 99%

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Critical racial literacy in homes, schools, and communities: Propositions for early childhood contexts

Nash

Howard

Miller

et al. 2017

Contemporary Issues in Early Childhood

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Grounded in critical and emancipatory theories, five critical ethnographies about the lives of children, grandchildren, colleagues, students, and teachers are analyzed and synthesized to illuminate the ways in which individuals are racially socialized over their lifespans. Three propositions for early childhood contexts were apparent across the studies: (1) racial identity and dysconsciousness are learned over time and across multiple spaces; (2) critical racial literacy is a complex, cyclical, and sometimes contradictory process; and (3) critical racial literacy demands acknowledging and confronting blind spots. Building on these propositions, the authors present implications for enacting practices that promote critical racial literacy in early childhood education settings around the globe.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Critical racial literacy in homes, schools, and communities: Propositions for early childhood contexts

Nash

Howard

Miller

et al. 2017

Contemporary Issues in Early Childhood

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“…Our beliefs, experiences, and ideologies inform how and what we teach. Critical racial literacy focuses on working to dismantle racism for social change (Gardner, 2017;Nash et al, 2018).…”

Section: The Role Of Children's Literature In Teaching About Topics Of Race and Racismmentioning

confidence: 99%

“Ethical Viewing Practices”: First-Graders Experiencing Racism in Let the Children March

Fontanella-Nothom

2021

Literacy Research: Theory, Method, and Practice

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Drawing upon the methodological approach of thinking with theory and the theory of the wake, this article details the process of teaching and learning about race and racism with first graders and their responses to the picturebook, Let the Children March. The theoretical concept of the weather and the corresponding theoretical strand of ethical viewing and reading practices are brought together with children’s drawings and verbal responses to think with the analytical question of: what kinds of ethical viewing and reading practices can be employed and enacted with young children to engage them in racial justice and social change? The discussion and implications highlight three key insights for literacy research and practice: student agency and choice, the capability of young children, and how to approach topics of race and racism with young children with thoughtfulness. This article advances work on the teaching and learning of topics of race, racism, and antiblackness in literacy research with young people.

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“…Scholars of color have long theorized literacies as social and cultural practices to understand how race shapes both literacy curricula and children’s literate identities, often in ways that perpetuate white, middle-class values that re/produce anti-blackness and anti-brownness (Baker-Bell, 2020; Delpit, 1995; Dumas & Ross, 2016; Johnson, 2017; Kirkland, 2013; Souto-Manning et al, 2018). These scholars have examined how such ways of knowing symbolically wound children of color by discounting and denigrating their languages, cultures, and experiences (Bishop, 1990; Gardner, 2017; Jones, 2020; Love, 2019; Smitherman, 1979). At the same time, they have also centered the literacies and epistemologies of Black and Brown youth and communities to affirm children of color as knowledge producers who are multiply literate (Baker-Bell et al, 2017; Haddix, 2009; Haddix & Price-Dennis, 2013; Johnson, 2017; Kinloch, 2010; Kirkland & Jackson, 2009; Muhammad, 2020; Nightengale-Lee, 2020; Sealey-Ruiz, 2016; Smitherman, 1995; Watson, 2016).…”

Section: Affect Theory and Critiques Of Anti-blacknessmentioning

confidence: 99%

Refusals, Re-Turns, and Retheorizations of Affective Literacies: A Thrice-Told Data Tale

Thiel

Dernikos

2020

Journal of Literacy Research

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In this article, we playfully revisit the same data scene, but from three different perspectives. We call these revisits re-turns to data. These re-turns draw upon moments with young boys playing at a makerspace located in a multiracial, working-class community. This idea of re-turn is not simply about revisiting a data scene; it is about re-sensing the social and what it means to be human through feeling with blackness. We offer Crawley’s theory of sonic epistemologies as a way to think and feel blackness, that is, to create otherwise worlds/knowledges/subjects. We argue that tuning into the sonic—or feeling with blackness—can help literacy educators thinking with affect to sense and develop nonhumanist ways of knowing/being/doing literacy, while simultaneously acknowledging the potential dangers of reinscribing whiteness. We propose that retheorizing affect in relation to blackness is necessary for literacy education, research, and ultimately, collective healing and justice.

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Unforgivable Blackness: Visual Rhetoric, Reader Response, and Critical Racial Literacy

Cited by 23 publications

References 26 publications

Critical racial literacy in homes, schools, and communities: Propositions for early childhood contexts

Critical racial literacy in homes, schools, and communities: Propositions for early childhood contexts

“Ethical Viewing Practices”: First-Graders Experiencing Racism in Let the Children March

Refusals, Re-Turns, and Retheorizations of Affective Literacies: A Thrice-Told Data Tale

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