Identity-Affirming Literacies in Schools

Auteur

Chantal Francois, Ed.D. (she/her) is an associate professor at Towson University's Department of Instructional Leadership and Professional Development. She was previously a k-12 teacher and administrator. Chantal's research focuses on culturally relevant literacy, Black women teachers, equity-oriented leadership, and urban education.

Jen McLaughlin Cahill, Ph.D. (she/her) is a Lecturer of Educational Practice in Literacy Studies and Co-Director of the Philadelphia Writing Project at the University of Pennsylvania's Graduate School of Education. A former 6-12 teacher and learning specialist, her practitioner research examines cultivating affirming climates for LGBTQ+ youth in schools and culturally relevant literacy.

Texte du rabat

In Cultivating Identity-Affirming Literacies and Relationships in Schools, Chantal Francois and Jen McLaughlin Cahill combine their teaching, leadership, and research at Pearl Street Collaborative School in New York City to provide an intimate portrayal of what it means to strive toward a humanizing literacy pedagogy.

Résumé
In Cultivating Identity-Affirming Literacies and Relationships in Schools, Chantal Francois and Jen McLaughlin Cahill combine their teaching, leadership, and research at Pearl Street Collaborative School in New York City to provide an intimate portrayal of what it means to strive toward a humanizing literacy pedagogy.

Contenu

1. Talking Through a Pedagogy of Love: Forging Collective Ideals for Humanizing Literacy 2. Getting Into a Reading Relationship: Independent Reading as a Community Practice Chapter 3.Close to the Heart: Cultivating Agency and Connection with LGBTQ+ YA Book Clubs 4. Growing Ideas Together: Text-Based Discussions as Humanizing Discourse 5.There's Still More To Do: Authentic Literacy Assessments as Demonstration and Celebration