Abstract
This chapter describes a theory into practice approach for using children's literature to explore and affirm Black joy, Blackness, and Black identity in the elementary classroom. The work of Dr. Bettina Love on abolitionist teaching provides the theoretical grounding for this chapter. The authors describe a synthesis of representation in children's literature and framework for abolitionist teaching, a description of three lessons focused on teaching Black joy, and a call for expanding this work in teacher education.
TopIntroduction
This chapter offers guidance for teacher educators who seek to frame the methods course from an abolitionist teaching approach and reframe dominant, deficit narratives of Blackness using picture book titles that illustrate Black joy in the everyday lives of Black children and Black joy in the experience of Blackness. Abolitionist teaching “promotes justice, healing, joy, and liberation for all Black, Brown, and Indigenous folx, inclusive of all intersecting identities” (Abolitionist Teaching Network, 2020). Through a theory into practice approach, we have created a series of course experiences where prospective teachers apply the values of abolitionist teaching to their teacher decision making around children’s literature and representation of Black joy. The chapter offers three parts: a synthesis of the literature on representation in children’s literature and a framework for abolitionist teaching used in teacher education, a comprehensive series of three lessons where selected children’s literature is used to teach Black joy, and a call for identifying and moving into the work ahead in teacher education.
Key Terms in this Chapter
Teacher Education: Programs in higher education aimed at preparing teachers for classroom teaching.
Children’s Literature: The cadre of picture books and chapter books written for young readers from birth through middle grades.
Abolitionist Teaching: Term coined by Dr. Bettina Love which refers to any number of actions that contribute to the eradication of racism as structured by the institution of schooling.
Mirrors and Windows: Based on the work of Rudine Sims Bishop, the classroom practice of presenting students with both reflections of their lived experiences as well as a look into the different lived experiences of others.
Single Story: The concept of a linear, singular, dominant narrative of representation of lived experience.
Elementary: Pertaining to the formal schooling grades beyond preschool and before middle grades; traditionally kindergarten through fifth grade.
Black Joy: Refers to the joy in everyday lives of Black children and in the experience of Blackness.
Representation: Refers to the underlying messaging about social identity groups within and through children’s literature.