Sustaining Linguistic Heritage Through Black‐Centric Texts

Bibliographic Data

ID7166180
AuthorsTeaira Mcmurtry (0000-0001-9724-4279, Department of Curriculum and Instruction, School of Education and Human Sciences University of Alabama at Birmingham Birmingham Alabama USA, corresponding author)
Year2025
Volume60
Issue1
Publication date2025-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueReading Research Quarterly (JOURNAL)
Journal identifiersISSN: 0034-0553 • E-ISSN: 1936-2722
PublisherWiley (PUBLISHER • GB)
DOI10.1002/rrq.600
OpenAlexW4405852102
LanguageEN
Citations received2
References cited36

America's strength lies in its inherent diversity‐‐an enduring truth that makes the Eurocentric nature of our educational curricula troubling. Despite this foundational reality, curricular materials remain predominantly Eurocentric, often excluding authentic representation and inclusion of Black/African American experiences in children's and young adult literature. This issue is exacerbated by a politically charged environment where efforts to prioritize diversity, equity, and inclusion in education have been criminalized, particularly in southern states. Prioritizing cultural and linguistic diversity in U.S. classrooms is essential for nurturing and sustaining young learners' literate lives. This article aims to disrupt these inequities by analyzing the integration of culturally authentic texts, rooted in the lived experiences, perspectives, and traditions of Black/African American communities, to counter stereotypes and celebrate linguistic dexterity. Guided by culturally and linguistically relevant theories, the study presents a critical content analysis of three Black‐centric children's and pre‐adolescent books. These texts exemplify Black Livingness, showcasing joy, playfulness, and imagination in contemporary Black life while opposing anti‐Blackness. The findings highlight the importance of incorporating these texts in educational curricula to provide authentic representations of Black experiences, nurture students' cultural identities, and foster critical literacy. The article offers pedagogical recommendations for educators to meaningfully select and center Black‐centric texts, enhancing culturally relevant and rigorous literacy learning experiences. By disrupting harmful anti‐Black practices in curricula, educators can create learning environments that affirm and amplify Black linguistic capital, supporting the academic success and well‐being of Black students. Through this approach, the study aims to empower educators as transformative intellectuals and agents of change in promoting Black linguistic justice

Critical race theory · Curriculum · Diversity (politics) · Inclusion (mineral) · Literacy · Multicultural education · Multiculturalism · Pedagogy · Racism · Sociology · Anthropology · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Gender Studies · Teacher Education and Leadership Studies

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