According to data from the National Assessment of Educational Progress, or NAEP, the U.S. educational system has consistently failed Black and Brown children across both reading and mathematics. Educational research has further uncovered the ways that reading and mathematics assessment and curriculum are often biased and culturally and linguistically unresponsive. In this article, we examine traditional reading and mathematics research to determine how Black and Brown children might be better served through historically responsive literacy. We delineate the Historically Responsive Literacy model and its five learning pursuits of identity, skills, intellect, criticality, and joy. Finally, we provide three historically responsive lessons across kindergarten, third, and sixth grade reading and mathematics. It is our hope that this work may help teachers refuse ahistorical curricular frameworks in order to better center our students’ reading and mathematics education within the pursuits of intellect, skills, identity, criticality, and joy.

中文翻译：

---

阅读和数学的历史响应识字模型

根据国家教育进步评估 (NAEP) 的数据，美国教育系统在阅读和数学方面一直让黑人和布朗儿童失败。教育研究进一步揭示了阅读和数学评估和课程经常存在偏见以及文化和语言反应迟钝的方式。在本文中，我们研究了传统的阅读和数学研究，以确定如何通过具有历史意义的读写能力更好地服务黑人和棕色人种儿童。我们描绘了历史响应性识字模型及其对身份、技能、智力、批判性和快乐的五种学习追求。最后，我们在幼儿园、三年级和六年级的阅读和数学方面提供三个历史响应课程。