Literacy Matters Vol 24 Winter 2024

In conclusion, these adjustments collectively contribute to literacy progression among Black students, empowering them by embracing their unique identities, fostering equitable access to education, and nurturing their full academic potential. We hope these insights will catalyze positive change within educational systems, ultimately fostering a more inclusive and equitable learning experience for all students.

Black students’ educational needs better. We have emphasized the imperative of revising standard teaching practices, taking into account geographical and cultural diversity. The modification of the curriculum has been highlighted as a means to create a more inclusive learning environment that champions representation and encourages students to adeptly engage in code/tag switching to enhance their communication skills across various contexts.

References Acosta, S. T., and Hsu, H. Y. (2014). Negotiating diversity: an empirical investigation into family, school and student factors influencing New Zealand adolescents’ science literacy. Educ. Stud. 40 , 98–115. https://doi.org/10.1080/03055698.2013 .830243 Alper, B., Riche, N. H., Chevalier, F., Boy, J., & Sezgin, M. (2017, May). Visualization literacy at elementary school. In Proceedings of the 2017 CHI conference on human factors in computing systems (pp. 5485-5497). Bates, L., & Glick, J. (2013). Does it matter if teachers and schools match the student? Racial and ethnic disparities in problem behaviors. Social Science Research, 42 (5), 1180–1190. https://doi.org/10.1016/j.ssresearch.2013.04.005

Kena, G., Hussar, W., McFarland, J., Musu-Gillette, L., Wang, X., & Zhang, J. (2016). The condition of education 2016 (No. 2016144). U.S. Department of Education. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016144 Ladson-Billings, G. J. (2005). Is the team all right? Diversity and teacher education. Journal of Teacher Education, 56 (3), 229–234. https://doi. org/10.1177/0022487105275917 Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in US schools. Educational Researcher, 35 (7), 3–12. https://doi.org/10.3102/0013189X035007003 Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.k.a. the Remix. Harvard Educational Review, 84 (1), 74–84. https://doi.org/10.17763/ haer.84.1.p2rj131485484751 Marchisio, M., Fissore, C., & Barana, A. (2020). From standardized assessment to automatic formative assessment for adaptive teaching. In Proceedings of the 12th International Conference on Computer Supported Education (Vol. 1, pp. 285-296). SCITEPRESS. Matias, C. (2013). Check yo’ self before you wreck yo’ self and our kids: Counterstories from culturally responsive white teachers? . . . to culturally responsive white teachers! Interdisciplinary Journal of Teaching and Learning, 3 (2), 68–81. Moon, T. R., & Callahan, C. M. (2001). Curricular modifications, family outreach, and a mentoring program: Impacts on achievement and gifted identification in high-risk primary students. Journal for the Education of the Gifted , 24 (4), 305-321. Musu-Gillette, L., Robinson, J., McFarland, J., Kewal Ramani, A., Zhang, A., & Wilkinson-Flicker, S. (2016). Status and trends in the education of racial and ethnic Groups 2016 (NCES 2016-007). U.S. Department of Education. https://nces.ed.gov/ pubs2016/2016007.pdf Musu-Gillette, L., deBrey, C., McFarland, J., Hussar, W., Sonnenburg, W., & Wilkinson-Flicker, S. (2017). Status and trends in the education of racial and ethnic groups (NCES 2017-051). U.S. Department of Education. https://nces.ed.gov/ pubs2017/2017051.pdf Noddings, N. (2013). Standardized curriculum and loss of creativity. Theory into practice , 52 (3), 210-215. Morton, J. M. (2014). Cultural code‐switching: Straddling the achievement gap. Journal of Political Philosophy , 22 (3), 259-281.

Literacy Matters General Articles

Brown, K. D., & Brown, A. L. (2020). Anti-Blackness and the school curriculum. In The future is black (pp. 72-78). Routledge.

Crichlow, W. (Ed.). (2013). Race, identity, and representation in education . Routledge.

Dumas, M. J., & Ross, K. M. (2016). “Be real Black for me”: Imagining BlackCrit in education. Urban Education, 51 (4), 415-442. https://doi. org/10.1177/0042085916628611 Fox, K., Dowling, D. O., & Miller, K. (2020). A curriculum for Blackness: Podcasts asdiscursive cultural guides, 2010-2020. Journal of radio & audio media , 27 (2), 298-318.

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice . Teachers College Press.

Gil-Flores, J., & Garcia-Gomez, S. (2017). The importance of teaching practices in relation to regional educational policies in explaining PISA achievement. Revista de educación , 52-74. https://doi.org/10.4438/1988-592X-RE-2017-378-361 Grant, C., & Grant, G. (1986). Increasing the educational opportunities of Black students by training teachers in multicultural curriculum development. The Western Journal of Black Studies , 10 (1), 29. Howard, T. C. (2014). Why race and culture matters in schools: Closing the achievement gap in America’s classrooms. The Urban Review, 33 (2), 131–149. https://doi.org/10.1023/A:1010393224120

Iwai, Y. (2015). Using multicultural children’s literature to teach diverse perspectives. Kappa Delta Pi Record , 51 (2), 81-86.

Literacy Matters | Volume 24 • Winter 2024 | 29 |

CLICK HERE TO RETURN TO TABLE OF CONTENTS