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This article explores how to disrupt anti-Blackness in early childhood education by teaching from a pro-Black stance. The authors explain African Diaspora literacy and illuminate classroom practices in kindergarten, first grade, and third grade. Readers are guided to transform their spaces and ensure that Black children are well., We open this article with a story. This story has been passed down through generations and across cultures. It is our hope that this story and its guiding question (And [...]

We center and unpack the American Educational Research Association's (AERA) Commission on Research in Black Education's (CORIBE) research validity principle, which emphasizes that the highest priority must be placed on studies of: (A) African tradition (history, culture and language); (B) Hegemony (e.g. uses of schooling/socialization and incarceration); (C) Equity (funding, teacher quality, content and access to technology); and (D) Beneficial practice (at all levels of education, from childhood to elderhood). We present four interrelated and overlapping critical case studies/stories which demonstrate the application, elasticity, and validity of Black emancipatory scholarship frameworks.

Against the backdrop of endemic anti-Black racism in Early Childhood literacy, we frame these special issues using "Pro-Blackness" as an antidote in early childhood classrooms. "Pro-Black" does note connote "anti"-White or "anti" any other ethnic group and declares an unapologetic, positive perspective regarding Blackness and Black people which is not evident in most educational settings. Pro-Blackness focuses on the agency, resistance, everyday lives, and joy of Black people. We unpack "anti"-Blackness in Early Childhood literacy contexts and offer Pro-Black strategies. We note the pervasive omission of Black theorists and scholarship in teacher education and P-3 classrooms and call for a prioritization of Pro-Black theories, research, policies, literacy practices and assessments.

We explore the disconnect between education policy and culturally sustaining instruction, curriculum, discipline, and assessment for African American Language (AAL) Learners. Framing the omission of language policies as linguistic violence and anti-Black linguistic racism, we discuss antecedent and contemporary educational language policies and how they negatively position AAL speakers. We demonstrate that despite substantive research on AAL, P-12 schools and teacher education programs have systematically failed to integrate language policies specific to AAL learners. We emphasize that the maintenance of anti-blackness stances has legally denied appropriate culturally sustaining language instruction for AAL speakers. We contrast current anti-Black policies and practices with a transformational, pro-Black vision and its components. Here we discuss classroom instruction, curriculum, discipline, assessment, and resources. We conclude with recommendations including the need for ongoing professional development and federal funding for culturally sustaining programs for AAL learners.

Africa is the cradle of civilization, yet its rich history and culture is undertaught--especially in elementary P-5 classrooms. In this article, we share Adinkra symbols from West Africa which can be used for interdisciplinary instruction and classroom management. We offer Adinkra symbols as an organizing theme for teaching in the spirit of not only learning about Africa, but also learning from Africa as well. We discuss the origin and purpose of Adinkra symbols. Next, we share classroom examples provided by four teachers. We also present examples from Drs. Diaspora curriculum created by two of the authors who are teacher educators. We invite educators to use Adinkra principles across all grade levels and ethnic and cultural groups to go back to Africa in substantive, non-stereotypical and relevant ways.

The purpose of this qualitative case-study is to examine the complexity and double consciousness of a Black, middle class child navigating church and school. Conceptually, the study draws from Black education and theoretically employs Cultural Historical Activity Theory and identity theories. Three research questions were investigated: (a) How are identity roles arranged in church and school settings? (b) How do these identity roles influence a Black middle class child as she navigates each space? (c) How do the literacy practices shape her identity roles? Findings suggest the need for educators to find ways to foster Black middle-class children's literacy practices in meaningful ways. Implications for educational stakeholders are offered.

Educators often do not recognize biliteracy and bidialectalism in African American Language (AAL) speakers. Chronicling the experiences of twin four/five-year old AAL and emergent Standard English speakers, we discuss the importance of recognizing and building on the routines and identities of African American children and families. We present three strategies for supporting the learning of African American children who are biliterate and bidialectal. Using the academic literature which illustrates African American children's communicative virtuosity as a backdrop, we use language samples from twin AAL-speakers to illustrate key points. Emphasis is placed on the importance of building on African American children's communication styles in classrooms and helping them to negotiate and move between two different discourse communities for both oral and written language.

This article focuses on the development and experiences of two African American Language speakers who are on the precipice of biliteracy and bilingualism. Using a composite counterstory that integrates samples of the girls' language during daily routines as a critical race theoretical analytic tool, we examine their language virtuosity as well as their positive perceptions about AAL. Contrary to pervasive deficit perspectives and narratives about AAL, the counterstory reveals that the girls sometimes viewed Standard English (SE) as bothersome and tedious, and they actively resisted it. At other times, they embraced it when they determined using AAL instead of SE made sense. We capture aspects of their emergent biliteracy and bilingualism as they navigate between two literacies and languages. We demonstrate their transliterate and translingual confidence and proficiency. Implications for educators are included.

Addressing the seemingly perpetual turbulent landscape of urban schools, the role that elementary educators and teacher educators can play in reversing negative trends and trajectories is considered. Three urban education journals were examined over a 5-year period (2005-2010) to determine the emphasis on elementary students or schools. Of the 429 articles, only 8% focused on the elementary years. Schools and teacher education programs that are willing to learn from existing successful models and to straightforwardly and vigilantly address endemic racism in policies and practices offer the most hope for transforming urban schools. Collaborative grassroots efforts are recommended. (Contains 3 notes and 3 tables.)

Countering the position that colorblindness is desirable for teachers and children, this article encourages early childhood education teachers to engage in conversations about race and racism with young children. We discuss why the early childhood years are important for interrupting racism and make suggestions for helping children develop tools for addressing it. Annotated examples of children's drawings about racism from a second grade classroom are shared to demonstrate that young children are not colorblind and that they think about and experience racism in their daily lives. We conclude that it is both an educational and ethical necessity to address racism with young children.

Research Findings: This study content analyzed 29 frequently used children's books in pre-kindergarten through 3rd-grade classrooms. Although the books included European and African American literature, none of the 29 books addressed other ethnic groups in the United States, and only two included international perspectives. Male and middle socioeconomic status themes dominated the book collection. An inductive theme analysis was conducted to determine overt themes that may obscure or make the underlying ideologies of the books less apparent. Three common themes emerged: (a) early childhood education content and skills, (b) imagination/fantasy/humor, and (c) dispositions/morals/life lessons. Going beyond the three initial themes and examining implicit cultural affirmations provided additional insights. Books were examined to determine if they affirmed the cultural worldviews of African American children, who made up nearly 50% of the district's population. Not surprisingly, 23 of the 29 books (79%) were rated as having low representations of African American culture. Practice or Policy: We conclude that in addition to teaching children to enjoy books, educators can actively help their young charges recognize and deconstruct prevailing inaccurate, incomplete, and negative images and information. Equally important is an examination of the unspoken subtexts and ideologies regarding the roles and importance of U.S. and world populations. (Contains 3 tables.)

Whereas professional organizations recognize the centrality of diversity in school curricula and instructional practices and most educators conceptually agree, little of this information and ideology is translated into classrooms. When examining the ethos in most schools, the valuation of diversity is not readily apparent in teacher attitudes, instructional practices, curricula, and school policies. Although rapidly changing demographics and accompanying negative performance trends of students from non-mainstream backgrounds implore educators to consider issues of diversity and equity, teachers give little or no substantive attention to sociocultural and sociopolitical issues that mediate teaching and learning in an increasingly diverse world. In this article the author encourages educators to envision and enact new legacies on behalf of humanity. The author discusses issues of social justice along with pedagogical strategies and includes examples from micro and macro levels of society.

This article provides a conceptualization for including African and African American history in early childhood classrooms. An example of a kindergarten teacher's efforts to counter negative depictions and frequently omitted information in her classroom is shared. While many early childhood educators avoid discussions of history because the content is considered to be too abstract, this article suggests that the children's backgrounds, the context, and teaching strategies used affect children's understanding of the information. (Contains 2 tables.)

We suggest that there is a powerful and affirming socialization taking place in African American communities that could be instructive to schools. This article illustrates how educators can build on the strengths found in the black community to effectively teach African American students. Relating the ethos of the barbershop to tenets of culturally relevant pedagogy, aspects of the barbershop that empower black males are made explicit. Absent in many teacher education programs is the emphasis on developing an inside understanding of students' communities and recognizing and illuminating existing best practices that differ from mainstream conceptions. (Contains 7 tables and 2 figures.)

Recommends that children, teachers, and parents critically read children's literature to identify and clarify ideological perspectives. Lists types of books for multicultural collections, presents guidelines for critical discussions about books, and identifies types of biases in books. Suggests that children's books open multiple perspectives depending on the reader's experience. (DLH)

Examined leadership roles that classroom teachers filled within the University of South Carolina's Professional Development School (PDS) network. Focus-group discussions with participating teachers indicated that mentor teachers worked with preservice teachers in nontraditional ways, engaging in meaningful teaching experiences and instructing required content courses in some instances. Results indicate that classroom veterans continue to provide leadership for aspiring teachers. (SM)

An interview with Dr. Gloria Swindler Boutte and Dr. April Baker-Bell, keynote speakers at the 2021 Literacies and Languages for All (LLA) Summer Institute, is presented. Among the issues they discussed include how do they see linguistic justice and African diaspora literacy intersecting with the belief that three things happen simultaneously when students are engaged in authentic language use, and the significance for educators of being knowledgeable of Black language to address language bias.

The article presents information on the teaching method employed by teacher Edward Hill to educate his students about barbershops and African American males. Hill has decided to immerse his students in a study of barbershop to raise their awareness about the many strengths of the African American community. Hill carefully selected barbershops that were well respected by the community. Students visited the barbershops to observe and take anecdotal notes. In the process, his pupils learned the value and inner beauty of barbershops.