SCET Journal 2020/2021
Race Matters »
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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.
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