There is a space that resides between girlhood and womanhood. This space contains what is personal, familial, and societal. It is the place that transforms Black girls into Black women. This is also the place that beckons us to create our own identities and definition of Black womanhood. These Black Kids: The Lived Experience of African American Adolescent Girls Writing Poetry uncovers the voices of teen girls writing their way to Black womanhood together. This book exposes the journey of learning strength through vulnerability; (re)defining love and recovering from grief and suffering. These Black Kids offers the writings and lived experiences of three adolescent girls, “Keisha,” “Mishaps,” and “Blue,” as they uncover their muted voices to speak with truth, courage, and conviction. This is the space where the “girlchild” learns what it means to be free. Grounded in phenomenology, Black feminism, lived experience, and the poetic voices of girls and women. This book is indispensable for anyone seeking to integrate culturally responsive poetry into their own teaching, community work, research, counseling practice, coursework, and healing.
This empowering story inspires kids from all backgrounds to Look, Listen, Feel, and Act like antiracist superheroes, even in times of adversity (ages 4–8). This book tells the story of 6-year-old Malik, who after learning about racism in the wake of the murder of George Floyd, decides to change the world by becoming an antiracist superhero. With the help of his parents, and inspiration from historical figures like Rosa Parks and James Baldwin, Malik learns that even when he feels scared, he can still be a superhero by Looking, Listening, Feeling, and Acting! Join Malik and his friends as they help other children feel safe, included, and empowered. Inviting children from all backgrounds to become superheroes, this touching story provides inspiration for children when faced with adversity. The book also includes a practical section including a glossary of relevant terms, as well as hands-on guided activities and practices (like creating a vision board and drawing their superpowers) that kids can do so that they can change the world around them by Looking, Listening, Feeling, and Acting like an antiracist superhero too!
There is a space that resides between girlhood and womanhood. This space contains what is personal, familial, and societal. It is the place that transforms Black girls into Black women. This is also the place that beckons us to create our own identities and definition of Black womanhood. These Black Kids: The Lived Experience of African American Adolescent Girls Writing Poetry uncovers the voices of teen girls writing their way to Black womanhood together. This book exposes the journey of learning strength through vulnerability; (re)defining love and recovering from grief and suffering. These Black Kids offers the writings and lived experiences of three adolescent girls, “Keisha,” “Mishaps,” and “Blue,” as they uncover their muted voices to speak with truth, courage, and conviction. This is the space where the “girlchild” learns what it means to be free. Grounded in phenomenology, Black feminism, lived experience, and the poetic voices of girls and women. This book is indispensable for anyone seeking to integrate culturally responsive poetry into their own teaching, community work, research, counseling practice, coursework, and healing.
Based on a 5-year research project on the shared 'active ingredients' of 14 successful methods for helping children with dyslexia, this book outlines three major theories on dyslexia before describing 14 different programmes. It describes the research method adopted to study these methods with the resulting 'common denominators' found in practice.
This book details a three-year, multi-stranded study of teacher education programs that prepare future teachers to work with multilingual learners. The book examines how racism and linguicism collaborate to shape the conditions under which teacher candidates learn how to teach. The analysis traces dynamic shifts in thinking and practice as participants reflected on their personal, professional and academic experiences in relation to formal curriculum and assessment policies to interpret what it means to work with multilingual learners in the classroom. The book offers guiding principles – above all, learning from multilingual learners, not only about them – and presents a suite of teacher-education practices to disrupt the interplay of language and race that so deeply shapes teacher-candidate learning about multilingual learners.
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