Critiquing Racial Literacy: Presenting a Continuum of Racial Literacies
نویسندگان
چکیده
Racial literacy has contributed powerful advances in multiple disciplines about how race and racism are understood. Many education scholars use the concept to refer antiracist practices ideologies, a definition that casts some people as either racially literate or illiterate. In this essay author draws on examples from literature argue interdisciplinary conceptual norm hinders scholars’ attempts reveal dominance of race-evasiveness, however unintentionally, for two reasons. First, describing illiterate implies those who adopt race-evasive racist ideologies not interpreting racial ideas, which overlooks all live society engage make meaning race. Second, construing strictly obscures making can be done through hegemonic ideologies. This accepted conceptualization may stymie useful analyses predominate U.S. schools. The presents continuum literacies differentiate between counterhegemonic literacies. continuum’s exposure encourages capture hidden exhibit an explicit focus but nevertheless perpetuate racism. Furthermore, suggests eschewing labels “racially illiterate” literate” instead affirms become both practices. Instead literate, submits consciousness more apt term connects end developing critical-racial consciousness, lens.
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ژورنال
عنوان ژورنال: Educational Researcher
سال: 2022
ISSN: ['0013-189X', '1935-102X']
DOI: https://doi.org/10.3102/0013189x221093365