Fostering Joy in Reading: Implementing Culturally and Historically Responsive Book Clubs with Black Girls with Disabilities

Autor/in	Whitney, Erin Hope
Titel	Fostering Joy in Reading: Implementing Culturally and Historically Responsive Book Clubs with Black Girls with Disabilities
Quelle	In: Multiple Voices: Disability, Race, and Language Intersections in Special Education, 22 (2022) 1, S.24-38 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-1888
Schlagwörter	Culturally Relevant Education; Females; Books; Clubs; African American Students; Group Discussion; Students with Disabilities; Critical Theory; Race; Special Education; Grade 7; Skill Development; Identification (Psychology); Knowledge Level; Critical Thinking; Literacy Education; Psychological Patterns + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Book; Buch; Monographie; Monografie; Club; Klub; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Gruppendiskussion; Disability; Disabilities; Behinderung; Kritische Theorie; Rasse; Abstammung; Special needs education; Sonderpädagogik; Sonderschulwesen; School year 07; 7. Schuljahr; Schuljahr 07; Kompetenzentwicklung; Qualifikationsentwicklung; Wissensbasis; Kritisches Denken
Abstract	Educational research shows the value of culturally responsive pedagogies; however, special education research typically centers reading interventions that focus primarily on foundational skills. These sorts of programs rarely take learner identities into account in their design, and provide little opportunity for readers to make connections to their own lives or events in their communities and worlds. A culturally and historically responsive literacy (HRL) framework recommends teaching toward the pursuits of identity, skills, intellect, and criticality. This article uses analytic autoethnography and qualitative data to examine the ways that a group of Black girls identified as having disabilities engaged in a book club reading Jacqueline Woodson's "Brown Girl Dreaming." Findings show that students engaged in joyful and engaged discussions about their cultural identities and historical events while simultaneously developing literacy skills and knowledge. Suggestions are made for implementing culturally and historically responsive book clubs in a resource room or small group setting as an alternative to traditional reading intervention programs. (As Provided).
Anmerkungen	Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. Great Lakes Equity Center. Indiana University School of Education-IUPUI, 902 W. New York St., Indianapolis, IN 46202. Tel: 317-278-3493; e-mail: mvjourn@iupui.edu; Web site: https://meridian.allenpress.com/mvedel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01