Exploring young adult texts within the Historically Responsive Literacy Framework with preservice teachers

Journal Article · 01 August 2023 · Journal of Adolescent & Adult Literacy

DOI: https://doi.org/10.1002/jaal.1304 · OSTI ID:1993539

Pule, Heather ^[1]

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1. University of Houston‐Clear Lake Houston Texas USA

Abstract While culturally responsive texts have become more common in teacher education, too often, preservice teachers (PTs) are not asked to examine how to use these books pedagogically. To address this issue, in a young adult (YA) literature course, the Framework for Culturally and Historically Responsive Literacy (HRL) (Muhammad, 2000) Cultivating genius: An equity framework for culturally and historically responsive literac y, 2020; Scholastic) was used in conjunction with representative and inclusive YA trade books. Data analysis was conducted on PT's course work, including HRL unit plans, to determine whether PTs were able to implement Muhammad's (2020) framework using YA texts. The findings of this study show that PTs' understanding of the HRL tenets was at varying levels. While there were unit plans with learning goals that matched Muhammad's purpose and definition for each tenet and YA connections for every tenet, PTs showed a better understanding of the tenets of identity and intellect than skills and Criticality. Implications of these findings including exposing PTs to learning frameworks “written by people of color and designed for children of color” (Muhammad, 2020, p. 11) to create instruction that meets their future students' needs and does not just skim the surface of culturally responsive pedagogies.

• Sponsoring Organization: USDOE
• OSTI ID: 1993539
• Journal Information: Journal of Adolescent & Adult Literacy, Journal Name: Journal of Adolescent & Adult Literacy Journal Issue: 2 Vol. 67; ISSN 1081-3004
• Publisher: Wiley Blackwell (John Wiley & Sons)Copyright Statement
• Country of Publication: Country unknown/Code not available
• Language: English