ERIC Number: EJ1358439
Record Type: Journal
Publication Date: 2022-Dec
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1086-296X
EISSN: EISSN-1554-8430
Available Date: N/A
Race Talk Moves for Racial Literacy in the Elementary Classroom
Journal of Literacy Research, v54 n4 p480-508 Dec 2022
The study examines how a white elementary educator used discursive practices I refer to as "race talk moves" to support students' racial literacy during whole-class read-alouds. This case study found that the teacher used four moves that have been previously documented in literature discussions: listening, participating, synthesizing, and challenging. Significantly, however, the teacher drew upon these moves in ways that were responsive to students' racialized identities and emergent understandings of race. Moreover, the analysis identified a new, fifth move, what I call "anchoring," that supported students in moving from surface-level conceptions of race to a deeper understanding of systemic racism. By actively responding to and deepening students' racial literacy contributions, anchoring moves illuminate how teachers and students can co-construct critical race knowledge. This study diverges from previous research on the drawbacks of white teachers talking about race to demonstrate the moves teachers can make to support students' racial literacy development.
Descriptors: Elementary School Teachers, White Teachers, Class Activities, Reading Aloud to Others, Racial Factors, Multiple Literacies, Racial Identification, Discourse Modes, Concept Formation, Teaching Methods
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub-com.bibliotheek.ehb.be
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A