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RACISM AND ANTIRACISM IN NONFICTION FOR THE MIDDLE GRADES
The Common Core State Standards' focus on nonfiction texts has prompted middle schools to include more historical nonfiction, including books that focus on the United States' racialized past (and present) such as We Are Not Yet Equal by Carol Anderson (2018) and Stamped: Racism, Antiracism and You (2020) by Jason Reynolds and Ibram X. Kendi. But books for youth about racism have been shrouded in controversy, anti-critical race theory legislation, and calls for censorship, suggesting that we need a better understanding of the books' content. Thus, the purpose of this study was to use content analysis to examine messages about racism and antiracism in We Are Not Yet Equal and Stamped. Findings indicated the texts suggest racism takes numerous forms, and it is foundational and persistent throughout the United States' past and present, manifesting as scientific racism, institutional racism, racist violence, representational racism, and racist language.
Journal Article
Jason Reynolds
Author Jason Reynolds has transformed young adult literature with his unique writing style, merging poetry with colloquial language to reflect the lives of Black and Brown youth in the US and beyond.
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All American Boys
Rashad Butler was beaten by a police officer. His classmate, Quinn Collins, watched it from the shadows. Now, Rashad is in the hospital, trying to make sense of how a minor stumble in a convenience store led to a brutal beating. Quinn has to figure out how the officer, a family friend and father figure, could viciously attack someone already cuffed. In this fictionalized snapshot of a very real story continuously replayed across the United States, Rashad is Black, and the police officer is White.
Journal Article
Teaching Miles Morales Suspended in a Time of Book Bans
Miles Morales Suspended by Jason Reynolds, an author whose work is frequently banned, can be positioned in English classrooms to teach about contemporary attacks on Black literature through book bans.
Journal Article
Counterstorytelling This Historical Moment
The radical and collective act of raising or (re)shaping and (re)building a nation scarred by anti-Black violence, racial injustice, a health pandemic, and political upheaval requires English language arts teachers to know, center, and sustain the diverse literary histories and polyvocal stories of the varied lifeways of our students. Ours and their lived experiences converge and diverge around triumph and tribulation, jubilee and judgment, as well as dignity and dispossession. Our counterstories and perspectives map the contours and complexities of our nation's historical development and contemporary conditions. Here, Green considers the historical moments we live in for reclamation and to survive.
Journal Article
From Campus to Classroom: The Need for Authentic Audiences: Students as Advocates for Change
Keefe reflects on the many ideas her professors stressed about teaching English language arts (ELA), creating opportunities for students to write for authentic audiences. Writing for real audiences about real issues with clear purposes in mind became her focus as she planned her first unit as a student teacher. Authentic writing is created for an audience other than the teacher and has a purpose other than proving a student has learned or read something. She also imparts her anticipation that her writing for an authentic audience about something they would cared about will influence and engage them as shee herself is committed to for the society.
Journal Article