Selecting and Teaching Young Adult Literature Through Black Historical Consciousness Principles

Authors

  • Averill Duane Kelley SUNY Brockport
  • Diantha Watts SUNY Brockport
  • Henry Miller SUNY Brockport
  • Kathleen Colantonio-Yurko SUNY Brockport
  • Jashaun Howard SUNY Brockport
  • Nicole Johnson SUNY Brockport

DOI:

https://doi.org/10.18251/ijme.v25i3.3833

Keywords:

English education, social studies education, young adult literature, Black education, interdisciplinary approach

Abstract

In this practitioner article, we detail how American English language arts and social studies teachers can select and teach young adult literature using LaGarrett King’s Black historical consciousness framework. We provide supplemental, related research along with teaching suggestions and titles for each of the Black historical consciousness principles. We end by calling on educators to reimagine both English language arts and social studies curriculum to challenge curricular anti-Blackness and center Black authors, writings, and philosophies. 

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Published

2023-12-28

How to Cite

Kelley, A. D., Watts, D., Miller, H., Colantonio-Yurko, K., Howard, J., & Johnson, N. (2023). Selecting and Teaching Young Adult Literature Through Black Historical Consciousness Principles. International Journal of Multicultural Education, 25(3), 37–66. https://doi.org/10.18251/ijme.v25i3.3833

Issue

Vol. 25 No. 3 (2023): Open Issue

Section

Articles (Peer-reviewed)

License

Copyright (c) 2023 International Journal of Multicultural Education

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.