Storying Identity through Arts-Based Readerly Responses: Fourth-Grade Girls Represent Gender and Race-Reference-Cited by-同舟云学术

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Storying Identity through Arts-Based Readerly Responses: Fourth-Grade Girls Represent Gender and Race

Published:2022-11-01 Issue:2 Volume:100 Page:110-121
ISSN:0360-9170
Container-title:Language Arts
language:en
Short-container-title:

Author:

Angleton Christie

Abstract

Drawing on intersectional feminist theory, this study examines the implicit biases and assumptions children bring to their transactions with books through arts-based readerly responses.

Publisher

National Council of Teachers of English

Link

https://publicationsncte.org/content/journals/10.58680/la202232138?crawler=true&mimetype=application/pdf

Reference35 articles.

1. Culturally responsive literacy practices in an early childhood community;Bennett;Early Childhood Education Journal,2018

2. Shaking the bad boys: Troubling the criminalization of black boys’ childhood play, hegemonic white masculinity and femininity, and the school playground-to-prison pipeline;Bryan;Race, Ethnicity, and Education,2020

3. Reading Challenging Texts

4. Racial identification and preference in Negro children;Clark,1947

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