ABSTRACT

Drawing from theories of culturally sustaining literacy practices, Black and Latinx Crit, and feminist theories, the authors explore emotional justice as a form of critical social emotional learning to counter the race-neutral emphasis of social and emotional learning focused on universal characteristics and academic aims. They argue that centering the lived experiences of Black and Brown students helps nurture critically conscious subjectivities and opportunities for authentic literacy engagements including students’ reader response, linguistic freedom, and play, among other culturally situated forms of literacy. Their analysis of a Black male student’s literacy experiences and extant language and literacy research centering cultural sovereignty and racial resistance, highlights the role of teachers and school policies as forces that can diminish or exacerbate the well-being of Black and Brown children in schools. The article concludes with recommendations and suggestions for fostering culturally sustaining literacy practices that are emotionally just.

摘要

作者借鉴了文化支持性识字实践的理论、黑人和拉丁裔批判以及女权主义理论，探索了情感正义作为一种批判性社会情感学习的形式，以对抗侧重于普遍特征和学术目标的社会和情感学习的种族中立强调. 他们认为，以黑人和布朗学生的生活经历为中心有助于培养具有批判意识的主体性和机会进行真正的识字活动，包括学生的读者反应、语言自由和游戏，以及其他文化情境中的识字形式。他们分析了一名黑人男学生的识字经历以及以文化主权和种族抵抗为中心的现存语言和识字研究，强调了教师和学校政策的作用，这些力量可能会减少或加剧黑人和棕色人种儿童在学校的福祉。文章最后提出了一些建议和建议，以促进情感上公正的文化支持扫盲实践。