EDUC 151. Read, Make, and Mend the World: Anti-racism through books, materials, and literacy practices

While delving deeply into literacies and curriculum theories, and recent research, such as that which recognizes that prior knowledge is more predictive of reading success than other factors (Korbey, 2020), we will build a humanistic, book-centered, anti-racist, interdisciplinary elementary curriculum. We will use the many beautiful, diverse, celebratory, children's books published in the last decade about Black Americans who work with their hands and minds -- quilters, painters, reclamation artists, puppet-makers, basketmakers. We will create an engaged set of experiences for teachers and children that celebrate and honor the accomplishments of Black and other underrepresented Americans, to work for an anti-oppressive state of literacy curricula that honors people's spoken and visual languages, and choose books intentionally to develops spirit-serving, uplifting, empathetic, honoring, engaging, and critical spaces for young readers. We will focus on creating mirrors, windows, and doors for children's expanding identities through literature, diverse role models, community exploration and celebration, artifact finding and making, and honoring the essential, hope-engendering, and artful work that people do in their everyday lives. In doing so we will use Gholdy Muhammad's Historically Responsive Literacy (HRL) model.
Prerequisite: EDUC 014  and an additional course in the 040-060s. Either EDUC 042  or EDUC 045  is highly recommended.
Social sciences.
Writing course.
2 credits.
Eligible for ESCH.
Spring 2023. Anderson.
Catalog chapter: Educational Studies  
Department website: http://www.swarthmore.edu/educational-studies


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