Diggin’ in the Racial Literacy and Culturally Responsive and Sustaining Crates

Author

Jordan Bell, The Graduate Center, City University of New YorkFollow

Date of Degree

6-2023

Document Type

Dissertation

Degree Name

Ph.D.

Program

Urban Education

Advisor

Sherry Deckman

Committee Members

Stephen Brier

Yolanda Sealey-Ruiz

Melissa Schieble

Subject Categories

African American Studies | Language and Literacy Education | Other Education

Keywords

Racial Literacy, Culturally Responsive and Sustaining Education, Archival Research, History, Black Education, BlackCrit

Abstract

Racial Literacy first became scholarship in 2004 with Lani Guinier and France Winddance Twine’s racial literacy works. Likewise, Culturally Responsive and Sustaining Education’s seminal work is associated with Gloria Ladson-Billings’ (1995) introduction of culturally relevant pedagogy. While racial literacy and culturally responsive and sustaining education scholarship appeared around the late 20th and early 21st centuries, these frameworks were being developed in Black educational spaces since their inception in the United States. These frameworks were created in response to rampant antiblackness throughout various periods of United States history. In recognition of pre-21st century Black educators’ contributions to racial literacy and culturally responsive and sustaining education, this work sought to examine the antiblack social, legal, and educational policies and practices that Black folx were experiencing, and it excavates how Black educators created the foundations for contemporary racial literacy and culturally responsive and sustaining work. In other words, this work provides the historical literacy (G. Muhammad, 2020; K. G. Muhammad, 2019) to racial literacy and culturally responsive and sustaining education.

Recommended Citation

Bell, Jordan, "Diggin’ in the Racial Literacy and Culturally Responsive and Sustaining Crates" (2023). CUNY Academic Works.
https://academicworks.cuny.edu/gc_etds/5403