Education Commons^™

Toward A Theory Of An Integrated Theoretical Approach Of Literacy For Black Boys, Aaron M. Johnson

Michigan Reading Journal

In the education landscape the literacy of Black boys is viewed from deficit framing. Often, educators, politicians, and laypeople point to scores on standardized assessments such as the MSTEP, NAEP, ACT, SAT, and NWEA, these tests only tell a part of the story. The part of the story that those assessments do tell is the abject failure of schools’ ability to engage Black boys in school-based literacy and catapult them into proficient and advanced proficient reading levels. The part of the story that those assessments do not tell is the literate lives that Black boys lead. Furthermore, schools do a …

Doing The Work -- Collectively Pursuing Anti-Racist And Equitable Teaching: One High School English Department’S Journey, Sharon Murchie, Anthony Andrus, Pat Brennan, Gina Farnelli, Shelby Fletcher, Dawn Reed, Emily Solomon, Benjamin K. Woodcock

Language Arts Journal of Michigan

Our district has long been heralded as a beacon school, one that delivers exceptional education in an exceptional community. Peeling back the layers, however, revealed a district that lurched towards the traditional, even with the hiring of DEI faculty and the step away from an historical indigenous mascot. In a time where teachers are exhausted and afraid of community backlash, our

English department dared to tear off the scabs of old wounds and united to push toward what is best for our changing community and students. Hard conversations, difficult topics, and months of legwork at last successfully provided the impetus …

Lift Every (Student) Voice With The Essential Instructional Practices For Disciplinary Literacy, Jenelle Williams, Laura Gabrion

Michigan Reading Journal

In this article, the authors make the case for re-engaging students in learning during the 2021-2022 school year by prioritizing social emotional learning and whole child principles, along with student voice and discourse. The Essential Instructional Practices for Disciplinary Literacy in the Secondary Classroom: Grades 6 to 12 are one tool to define instructional practices that align to these efforts.