A Historically Responsive Literacy Model for Reading and Mathematics. (6th July 2021)

• Record Type: Journal Article
• Authors: Muhammad, Gholnecsar E.; Ortiz, Nickolaus A.; Neville, Mary L.
• Is Part Of: Reading teacher. Volume 75:Number 1(2021)
• Page Start: 73
• Page End: 81
• Publication Date: 2021-07-06
• Subjects: 2‐Childhood -- 3‐Early adolescence -- Content literacy -- Strategies -- methods -- and materials; Reading (Elementary) -- Periodicals; Reading -- Periodicals; Reading -- Remedial teaching -- Periodicals; 372.405
• DOI: 10.1002/trtr.2035
• Languages: English
• ISSNs: 0034-0561

Abstract

Abstract: According to data from the National Assessment of Educational Progress, or NAEP, the U.S. educational system has consistently failed Black and Brown children across both reading and mathematics. Educational research has further uncovered the ways that reading and mathematics assessment and curriculum are often biased and culturally and linguistically unresponsive. In this article, we examine traditional reading and mathematics research to determine how Black and Brown children might be better served through historically responsive literacy. We delineate the Historically Responsive Literacy model and its five learning pursuits of identity, skills, intellect, criticality, and joy. Finally, we provide three historically responsive lessons across kindergarten, third, and sixth grade reading and mathematics. It is our hope that this work may help teachers refuse ahistorical curricular frameworks in order to better center our students' reading and mathematics education within the pursuits of intellect, skills, identity, criticality, and joy.