Overview

This book will help educators rethink their expectations of and practices for developing the literacy skills of Black boys in the elementary school classroom. Tatum shows educators how to bring students’ literacy development into greater focus by creating an early intellectual infrastructure of advanced literacy, knowledge, and personal development. He provides a strong conceptual frame, with associated instructional and curricular practices, designed to move Black boys from across the economic spectrum toward advanced literacy that aligns with the Black intellectual tradition. Readers will learn how to use texts from a broad range of potential professions, across academic disciplines, to nurture social and scientific consciousness. The text includes guidance for selecting texts, reading supports, prompts for analysis, and examples of student work. Teaching Black Boys in the Elementary Grades counters the current obsession with basic and proficient reading and argues for adopting an exponential growth model of literacy development. Book Features: A multidimensional model that supports reading and writing development. Student writing artifacts that can be used as a model for teachers. Sample lessons with texts for use across the academic disciplines. A strong conceptual and curricular frame to support educators in their text selection.

Full Product Details

Author:   Alfred W. Tatum ,  Josh Parker ,  Cornelius Minor
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 16.20cm , Height: 1.20cm , Length: 23.50cm
Weight:   0.349kg
ISBN:  

9780807766163

ISBN 10:   080776616
Pages:   176
Publication Date:   03 December 2021
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us.

Table of Contents

Contents Foreword Josh Parker vii Acknowledgments ix 1.  An Advanced Literacy and Knowledge Perspective 1 Early Wounded Years 4 High Text Volume 4 The Black Intellectual Tradition 6 Seven Pathways to Advanced Literacy and Intellectual Development for Black Boys 9 Black Male Erasure Is Given Birth in the Elementary Grades 10 Reading, Race, and Advanced Disciplinary Reading and Writing 13 Refusal to Authorize Texts and Topics for Black Boys 16 2.  Iconography of Darkness 18 Black Boys and Knowledge of Self 19 The Poverty Penalty 20 The Need for a Threefold Embrace 21 Rewarded and Suffocating Darkness 21 Suffering Neophytes 22 Darkness: The Progenitor to Suffering 23 Partial Faulting: Never Rise From the Bottom 24 School-Related Darkness 25 Stolen Legacy and Literacy 27 Excusatory Powers of Darkness 28 Home-Related Darkness 28 In Search of the Light 30 3.  A Multidimensional Reading Model 33 Interrogating Literacy Authorization 35 A Research-Based Multidimensional Literacy Model 36 Meaningful Exchanges With Texts 38 Guidelines for Text Selection 41 The Anatomy of the MDRM Lessons 44 MDRM and the Black Intellectual Tradition 51 Measuring Impact 57 Black Boys Deserve All Kinds of Texts 59 Literacy Sins of This Nation 63 4.  Social and Scientific Literacy Authorizations 68 Building Relationships With the Disciplines 68 The MDRM Model Lesson 72 Focus on the Universe, Society, and the Body 77 Interdisciplinary Probing: Black Boys and Consciousness 82 Sample Texts and Lessons From the Interdisciplinary Probing 89 Fourth-Grade Boys' Writing Artifacts 99 Exalting Advanced Reading Through Literacy Authorizations 103 Sample Literacy Improvement Plan 104 5.  Black Boys and Writing: The True Intellectual Exercise 109 Textual Literacy Frames 111 Sample Textual Literacy Frame 112 Writing Across Multiple Texts 113 Responsive Writing Instruction 116 Neither Innocent Nor Kind 125 The Souls of Black Boys 128 6.  Toward an Early Intellectual Infrastructure 129 Interdisciplinary Movement and Black Boys 132 Disciplinary Disconnect 136 Elementary-Aged Black Boys and Texts 138 Nurturing a Culture of Intellectual Collaboration 143 Harsh Schedule of Reading and Writing 144 Researching the Literacy Development of Black Boys in the Elementary Grades 147 Afterword 153 Cornelius Minor References 155 Index 160 About the Author 166

Reviews

Author Information

Alfred W. Tatum is provost and executive vice president for academic affairs at Metropolitan State University of Denver and former dean (2013–2020) of the College of Education and professor in the Department of Curriculum & Instruction at the University of Illinois at Chicago, where he served as director of the UIC Reading Clinic for 14 years. He is known for his research, writing, and professional development in support of African American boys.

Tab Content 6

Author Website:  

Customer Reviews

Recent Reviews

No review item found!

Add your own review!

Countries Available

All regions