Argues for pro-Black teaching strategies in elementary education, highlighting the need for identity-conscious instruction.
Nearly ninety years after DuBois questioned whether Black children need separate schools, this paper argues for pro-Black teaching in elementary ELA. Centering Black histories, identities, and literacies, we offer strategies that affirm students’ experiences and urge all educators to disrupt anti-blackness through intentional, identity-conscious, and humanizing instruction.
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Jackson et al. (2025) studied this question.
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