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Pro-Blackness in Early Childhood Education celebrates the agency, resistance, everyday lives, and joy of Black people.
Use this inspirational resource to engage in Pro-Black teaching with young children as an antidote to endemic anti-Black racism in schools and society. Drawing from a critical case study of K?3 teachers who used Pro-Black teaching in their daily instruction, this important book puts forth positive perspectives regarding Blackness and Black people that are not evident in most educational settings.
An easy-to-understand text provides evidence-based curriculum examples, pedagogies, and resources; demonstrates how teachers can achieve Pro-Black teaching while also addressing curricular standards and other demands on their time; and explains the benefit of Pro-Black teaching for all children. The authors draw from decades of practice and research by Black scholars (e.g., Asa Hilliard, Janice Hale, Amos Wilson) to position racial identities as a key part of Black children?s development. They center African diaspora literacy as a Pro-Black pedagogy to ensure that Black children are competent in their own culture as well as in global cultures.
Book Features:
Demonstrates how Pro-Blackness can be used to interrupt ethnocide practices that threaten Black children?s culture and spirits.
Provides guidance for implementing and sustaining Pro-Black instruction, with accessible examples of curriculum and instruction.
Focuses on Pro-Blackness rather than anti-Blackness.
Includes examples of K?3 lessons from Drs. Diaspora curriculum that have been used in majority Black, majority White, and racially mixed classrooms.
Pro-Blackness in Early Childhood Education celebrates the agency, resistance, everyday lives, and joy of Black people.
Use this inspirational resource to engage in Pro-Black teaching with young children as an antidote to endemic anti-Black racism in schools and society. Drawing from a critical case study of K?3 teachers who used Pro-Black teaching in their daily instruction, this important book puts forth positive perspectives regarding Blackness and Black people that are not evident in most educational settings.
An easy-to-understand text provides evidence-based curriculum examples, pedagogies, and resources; demonstrates how teachers can achieve Pro-Black teaching while also addressing curricular standards and other demands on their time; and explains the benefit of Pro-Black teaching for all children. The authors draw from decades of practice and research by Black scholars (e.g., Asa Hilliard, Janice Hale, Amos Wilson) to position racial identities as a key part of Black children?s development. They center African diaspora literacy as a Pro-Black pedagogy to ensure that Black children are competent in their own culture as well as in global cultures.
Book Features:
Demonstrates how Pro-Blackness can be used to interrupt ethnocide practices that threaten Black children?s culture and spirits.
Provides guidance for implementing and sustaining Pro-Black instruction, with accessible examples of curriculum and instruction.
Focuses on Pro-Blackness rather than anti-Blackness.
Includes examples of K?3 lessons from Drs. Diaspora curriculum that have been used in majority Black, majority White, and racially mixed classrooms.
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