SCET Journal 2020/2021

Race Matters »

Hall, K. W. (2008). Reflecting on our read-aloud practices: The importance of including culturally authentic literature. Young Children , 63 (1), 80–86. Henry, D. A., Betancur Cortés, L., & Votruba-Drzal, E. (2020). Black–white achievement gaps differ by family socioeconomic status from early childhood through early adolescence. Journal of Educational Psychology , 112 (8), 1471–1489. https://doi. org/10.1037/edu0000439 Hollie, S. (2019). Branding culturally relevant teaching. Teacher Education Quarterly , 46 (4), 31–52. https://www.jstor.org/ stable/26841575 Johnson, L. P., & Eubanks, E. (2017). Anthem or nah? Culturally relevant writing instruction and community. Voices From the Middle , 25 (1), 79. http://cornell.summon.serialssolutions. com/2.0.0/link/0/eLvHCXMwrV1LS8NAEB5aRRDER31by4Lg LbrZvE9FqkGhqBVtvZV0N6kHTbTppeCPd2fdTaWHnjwHwi4z fDM78803AA67oNYCJriC0UAkMnjSVNg8830PhbjQm1LuqE pB_9HrDdyX2HutQc-MxmhzG5RU0C0KjlXzS_n8lvl0GAVR-_ PLwj1S2G81SzUSvWwBezbMD-q

Risko, V. J., & Walker-Dalhouse, D. (2007). Tapping students’ cultural funds of knowledge to address the achievement gap. The Reading Teacher , 61 (1), 98–100. https://doi.org/10.1598/ rt.61.1.12 Sampson, D., & Garrison-Wade, D. F. (2011). Cultural vibrancy: Exploring the preferences of African American children toward culturally relevant and non-culturally relevant lessons. Urban Review , 43 (2), 279–309. https://doi.org/10.1007/s11256-010- 0170-x Schmeichel, M. (2012). Good teaching? An examination of culturally relevant pedagogy as an equity practice. Journal of Curriculum Studies , 44 (2), 211–231. https://doi.org/10.1080/0 0220272.2011.591434 Teale, W. H., Paciga, K. A., & Hoffman, J. L. (2007). Beginning reading instruction in urban schools: The curriculum gap ensures a continuing achievement gap. The Reading Teacher , 61 (4), 344–348. https://doi.org/10.1598/rt.61.4.8 Thomas, K. L. (2019). Building literacy environments to motivate African American boys to read. Reading Teacher , 72 (6), 761–765. https://doi.org/10.1002/trtr.1784

Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children . John Wiley & Sons.

Ortiz, N. A., Capraro, M. M., & Capraro, R. M. (2018). Does it really matter? Exploring cultural relevance within a majority white classroom. Journal of Negro Education , 87 (4), 404–419. https://doi.org/10.7709/jnegroeducation.87.4.0404

j Salondra Daniels Griggs is a special education teacher in Charleston County School District. She is also a certified literacy coach and literacy specialist. Salondra is currently a Ph.D. student in the Language and Literacy program at the University of South Carolina. Her research interests are culturally relevant education and writing and speaking for social justice in the African American and LatinX communities.

2020/2021

39

CLICK HERE TO RETURN TO THE TABLE OF CONTENTS