SayHerName: Addressing Anti‐Blackness and Patriarchy in Language and Literacy Curricula

Black women have been and continue to be objectified, mistrusted to voice their own realities, and pushed to the margins even among other people of color, yet expected to lead and contribute their lives and labor. In this piece, we focus on curricular and epistemic violence evidenced through omissio...

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Bibliographic Details
Published in:Journal of adolescent & adult literacy 2021-11, Vol.65 (3), p.237-244
Main Authors: Austin, Tasha, Hsieh, Betina
Format: Article
Language:English
Subjects:
3‐Early adolescence
4‐Adolescence
5‐College/university students
African Americans
and materials
Black people
Critical literacy
Critical literacy < Theoretical perspectives
Critical pedagogy < Theoretical perspectives
Curriculum Development
English language
etc
Females
Feminist < Theoretical perspectives
First
Gender Bias
Inclusion
Instructional strategies
L2,etc.) < Language learners
language (L1
Language acquisition
Language arts
Literacy
Literacy Education
methods
Modern Language Curriculum
Patriarchy
professional development
Racial Bias
Racism
Reflection < Teacher education
second
Teacher education
Teachers
teaching strategies < Strategies
Women
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Description
Summary:Black women have been and continue to be objectified, mistrusted to voice their own realities, and pushed to the margins even among other people of color, yet expected to lead and contribute their lives and labor. In this piece, we focus on curricular and epistemic violence evidenced through omission and distortions of Black women in English Language Arts and World Languages and advocate for a centering of Black women’s voices and perspectives in ways that affirm their humanity across both contexts. We come together as literacy educators to offer strategies to support the inclusion and integration of Black women’s voices and experiences throughout secondary language and literacy learning spaces.
ISSN:1081-3004
1936-2706
DOI:10.1002/jaal.1200