Abstract
In order to develop pedagogies around racial literacy, we must first define the goals and bounds of racial literacy as praxis. In this paper, I synthesize the findings of a year-long teacher research project to explore the significance of racial literacy in the college composition classroom. Drawing from existing scholarship and my own research into racial literacy instruction, I offer four visions of racial literacy in the English classroom, the last of which is Racial Literacy as Literacy. I conclude by arguing that a racial literacy curriculum can teach students foundational concepts of textual analysis, audience awareness, authorial choice and positionality, and argumentation. In short, racial literacy is a culturally relevant, critical framework for literacy instruction.
Recommended Citation
Grayson, Mara Lee
(2019)
"Racial Literacy Is Literacy: Locating Racial Literacy in the College Composition Classroom,"
The Journal of the Assembly for Expanded Perspectives on Learning: Vol. 24
, Article 4.
https://doi.org/10.7290/jaepl24s0de
Available at:
https://trace.tennessee.edu/jaepl/vol24/iss1/4
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