Literacy Matters - Vol 21 - Winter 2021

mirror for self-reflection, self-examination, and also self-awareness (Bolgatz, 2005; Milner, 2017). Educators need to be intentional about creating a classroom community where potentially difficult conversations about race and racism are supported in a safe, nonjudgmental space if they are serious about creating equitable opportunities for all students and helping students discover, nurture, and fulfill their potential (Ladson-Billings, 1999). Introduction It takes time to create a class where students feel visible, heard, and respected to have conversations on controversial topics such as race and racism. Thus, it is vital to center stories, lived experiences, and voices of students from diverse backgrounds all year long, not just during a designated month of the year. Creating a safe space will not happen overnight as one must recognize discussions about race, racism, whiteness, etc., are often hard and downright uncomfortable to have at times. While challenging, the discussion of race is one that-- while hard--needs to be had. Teachers need to be ready for the subject of race to come up, not only within their subject area or lessons, but also when racially motivated events happen outside of school (in neighboring communities and society) or when a student writes about his or her encounter with race, or when students experience racism, discrimination, and/or microaggressions. Educators need to be ready and prepared to have impromptu and scheduled talks about race, requiring the confidence that comes with experience and reflection. Educators must set guidelines for respectful discussions and prepare themselves—and their students—internally. Regardless of whether one teaches at a private, public, or charter school, discussions about race are vital to each student’s development and vital to our democracy. Today’s K–12 students are aware of inequities in their schools, neighborhoods, and country. Students want to have discussions about differences and conflicts, led and encouraged by a trusted adult who will guide the conversation without restricting it (Flynn, 2012). The following four questions are important to ask when considering effective racial literacy instruction: (a) Why is talking about race and racism so hard in the classroom?; (b) How can teachers improve upon and develop their racial literacy to have discussions about issues such as race?; (c) How can literacy strategies such as literature circles and journaling help to create a safe and welcoming space for students to discuss race and racism?; and (d) What is the role of Young Adult Literature (YAL) in creating that space? To increase the facilitation of such conversations, the author believes educators would benefit from using literature circles to facilitate those conversations and foster dialogue about race and racism or social justice issues in general in the classroom setting. Specifically, the author discusses how utilizing literacy circles could provide insight into how teachers can engage students in racial literacy practices independent from adult supervision. This is especially important to high school teachers preparing students to engage in social justice practices independently in higher education, in future careers, and as productive citizens in their communities. The racial literacy development of educators and

efforts in the classroom can be fostered through literature circles and books in the school with anti-racist and social justice themes to facilitate conversations about race, racism, and even privilege. The author discusses critical literacy, racial illiteracy, and the role literacy strategies such as literature circles can play in promoting targeted discussions and intentional reflection about race and social justice, particularly as those concepts are situated in school and society. Consequently, the purpose of this article is to support teachers in the strategic and intentional use of various literacy strategies to facilitate dialogue about racism, social justice, and other issues that are relevant to the culturally and linguistically diverse population of students that are taught in the current classroom setting. Literacy Matters As educators, it is essential to learn when to be a sage on the stage and a guide on the side to allow students to dig deep and realize the strengths they bring to the table. Literacy is one way educators can light the candle and keep it lit so that students can begin to embark upon that level of greatness and fulfill their potential in the process. How can educators foster a love of literacy while encouraging students to think critically about the texts they are interacting with and reading? How can educators begin to have a conversation about sensitive topics relevant for students to be aware of to be great? Having conversations around race and racism require a level of commitment, confidence, and consideration of what students bring to the classroom. Because race is often perceived as a controversial issue within K-12 classrooms, teachers report avoiding the topic (Milner, 2017). Some consider it too sensitive or too complicated for their students; others do not want to say the wrong thing; still, others fear being labeled a “racist.” (Milner, 2017; Tatum, 1997). Hollis & Goings (2017) mentioned “in the new vision of schooling, it is important to view students’ experiences, prior cultural knowledge, and language as strengths— not deficits” (p. 888); however, it is also especially important for educators to reflect on the impact of racism on our educational system, our students, and the school system’s role in perpetuating structures that prevent children from reaching their full potential. Literacy matters: The Intersection of Critical Literacy and Racial Literacy What is critical literacy? All forms of communication are social and political acts that can influence people and lead to social change (Comber & Simpson, 2001). According to Freire (1970), readers are active participants in the reading process. Critical literacy encourages readers to evaluate, explore, or even challenge the power relationships between the authors, the text, and the readers. It examines issues of power and promotes reflection, transformative change, and action. Beck (2005) wrote that critical literacy learning involves students examining the reproduction of inequality and injustice while gaining a critical consciousness to participate in and transform their social worlds. Lewison, Flint, Great teachers light the candle of greatness that will cause students to dig deep to fulfill their potential. It is the duty of that teacher to find that greatness. (Clem, 1986, pg. 87).

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| 22 | Literacy Matters | Volume 21 • Winter 2021

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