Shifting Epistemologies Amidst Whitestream Norms: Centering Black Language in an Elementary Literacy Methods Course
Shifting Epistemologies Amidst Whitestream Norms: Centering Black Language in an Elementary Literacy Methods Course
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在怀特流规范中转变认识论：以黑人语言为基础的识字方法课程
DOI：
10.1177/23813377221112977
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
Alice Y. Lee
中科院分区：
文献类型：
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作者：
Alice Y. Lee
本文主张在识字方法的教学过程中，以黑人权益为中心，进行黑人认识论识字教育。我提供了一个教学模式，源于我自己的经验，破坏了所需的基本识字方法课程。我的方法利用黑人语言来说明识字的语言，社会文化和认知层面，并在其中提请认识如何白色单语规范是完全正常化的识字教学。虽然黑人语言的合法性，特别是它的语音系统，已经很好地建立，在我们目前的状态，语音教学属于白色主流英语。我认为，任何黑人语言使用者的认知识字教学都必须利用他们自己语言的隐性知识。职前教师必须接受明确的指导，了解社会等级制度，特别是反黑人和白色至上主义的黑人语言的观点交织在一起。一个黑人认识论识字教育是必要的建模职前教师识字课程必须超越多样性的象征。
This paper argues for a Black epistemological literacy education by centering Black equity in the process of teaching literacy methods. I offer a pedagogical model that stems from my own experiences disrupting required elementary literacy methods courses. My approach utilizes Black Language to illustrate the linguistic, sociocultural, and cognitive dimensions of literacy, and therein draws awareness for how white monolingual norms are thoroughly normalized in literacy instruction. While the linguistic legitimacy of Black Language, particularly its phonological systems, have been well established, in our current state, phonics instruction belongs to White Mainstream English. I contend that any cognitive literacy instruction for Black Language speakers must leverage the tacit knowledge of their own language. Pre-service teachers must receive explicit instruction on understanding societal hierarchies, especially as anti-Blackness and white supremacist views of Black Language are intertwined. A Black epistemological literacy education is necessary in modeling for pre-service teachers how literacy curricula must move beyond tokens of diversity.