Culturally Affirming Literacy Practices for Urban Elementary Students - by Lakia M Scott & Barbara Purdum-Cassidy (Hardcover)

About the Book

Culturally Affirming Literacy Practices for Urban Elementary Students provides practical insights guided by conceptual and contextual knowledge in understanding how to teach urban African American and Hispanic/Latino(a) students by discussing issues associated with critical pe...

Book Synopsis

The nation's demographic of public schools are more ethnically, racially, and linguistically diverse than ever before (Strauss, 2014). However, there are still educational policies and practices that call to question whether traditionally marginalized students receive an equitable education. This is demonstrated in national achievement trends, which highlight disproportionality ratings among minoritized student groups. Also when examining school discipline policies, expulsion ratings, special education services, and school choice movements, all seem to handicap educational opportunity for low-income Black and Brown students. As American schools become more and more diverse, it is imperative that the literacy practices used to teach young students of color reflect the nation's changing demographic.

This book provides practical insights guided by conceptual and contextual knowledge in understanding how to teach urban African American and Hispanic/Latino(a) students by discussing issues associated with critical pedagogies, literacy, and culturally appropriate instructional strategies that have demonstrated success for traditionally marginalized student populations. This book examines culturally affirming literacy practices from three main components: (1) scholarship, (2) the field of practice, and (3) teacher education models. Each of these three are significant in understanding how to teach minoritized populations. As such, chapters have been organized into three main sections that address scholarship and research, trends in the field, and implications for teacher education models - all in order to advance the literacy achievement of African American and Hispanic/Latino(a) students.

Review Quotes

"Culturally Affirming Literacy Practices for Urban Elementary Students meets its purpose of providing ways in which curriculum and instruction can be culturally affirming and appropriate for urban elementary students. The text offers both theoretical foundations as well as descriptions and concrete examples of culturally responsive teaching in action. While conceptually and contextually the text has depth, it can be read and understood with ease. The diversity of contributors and topics rounds out the text in ways that make it accessible and applicable to novice as well as to seasoned educators."

"I can't wait to add this book to my collection! It offers a wealth of principles and practices for urban education that are respectful of students' cultural and community resources--and their tremendous capacities as learners. You will leave this book with practical instructional strategies and inspiration to provide ambitious and meaningful instruction for all students."

I anticipate that this book will inspire educators. The authors closely examine the influence of power and identity on social exchanges within classrooms. This will have a profound influence on culturally affirming pedagogy.

This book is a must read for educators, and it clearly outlines issues and provides practical responses for improving literacy in urban schools. Often books highlight a deficit approach to address urban literacy issues; however, this book uses a strengths-based approach with many of the chapters using empowering culturally responsive projects that enhance learning for many urban students. Culturally Affirming Literacy Practices for Urban Elementary Students captures teaching practices that range from culturally responsive teaching to using technology and social media aps as tools for learning for digital natives.

About the Author

Dr. Lakia M. Scott is an Assistant Professor in the School of Education at Baylor University. She currently teaches an elementary and middle grades reading methods course to pre-service teachers and has over ten years of combined experiences at the elementary, secondary, undergraduate, and graduate teaching levels.

Dr. Barbara Purdum-Cassidy is a Clinical Assistant Professor in the School of Education at Baylor University. With over twenty-five years of combined teaching experiences, Dr. Purdum-Cassidy currently teaches elementary language arts methods and advanced methods of teaching writing.