A COUNTERNARRATIVE
This groundbreaking book uncovers how anti-Black racism has informed and perpetuated anti-literacy laws, policies, and customs from the colonial period to the present day. As a counternarrative of the history of Black literacy in america, the book’s historical lens reveals the interlocking political and social structures that have again and again failed to beef up equity in literacy for Black students. Arlette Ingram Willis walks readers through the affect of anti-Black racism’s affect on literacy education by identifying and documenting the unacknowledged history of Black literacy education, one that may be inextricably bound up with a history of White supremacy.
Willis analyzes, exposes, illuminates, and interrogates incontrovertible historical evidence of the social, political, and legal efforts to deny equal literacy get admission to. The chapters cover an in-depth evolution of the role of White supremacy and the harm it causes in forestalling Black readers’ progress; a critical examination of empirical research and underlying ideological assumptions that resulted in limiting literacy get admission to; and a review of federal and state documents that restricted reading get admission to for Black people. Willis interweaves historical vignettes during the text as antidotes to whitewashing the history of literacy among Black people in america and offers recommendations on ways forward to dismantle racist reading research and laws. By centering the narrative at the experiences of Black people in america, Willis shifts the conversation and provides an uncompromising center of attention on not only the historical affect of such laws and policies but also their connections to present-day laws and policies.
A definitive history of the instructional and legal structures that have harmed generations of Black people, this text is very important for scholars, students, and policymakers in literacy education, reading research, history of education, and social justice education.
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