Provocateur Piece: “I know you don’t live in Detroit, right?” An Attempt at Racial Literacy in English Education

References

1. Baker-Bell A. Stanbrough R. J. Everett S. (2017) The stories they tell: Mainstream media, pedagogies of healing, and critical media literacy. English Education, 49(2), 130–152.
   [Google Scholar]
2. Carmody S. Winowiecki E. (2017, December 4 Report: Michigan schools second-most segregated in the nation. Michigan Radio. Retrieved fromhttps://www.michiganradio.org/post/report-michigan-schools-second-most-segregatednation
   [Google Scholar]
3. Carter Andrews D. J. Castro E. Cho C. L. Petchauer E. Richmond G. Floden R. (2019) Changing the narrative on diversifying the teacher workforce: A look at historical and contemporary factors that inform recruitment and retention of teachers of Color. Journal of Teacher Education, 70(1), 6–12.
   [Google Scholar]
4. Clement D. Kanai M. (2014) The Detroit future city: How pervasive neoliberal urbanism exacerbates racialized spatial injustice. American Behavioral Scientist, 59(3), 369–385.
   [Google Scholar]
5. Franklin-Phipps A. Rath C. L. (2019) Collage pedagogy: Toward a posthuman racial literacy. InKuby C. R. Spector K. Thiel J. J. (Eds.) Posthumanism and literacy education: Knowing/becoming/doing literacies (pp.142–155). Routledge.
   [Google Scholar]
6. Freire P. ((1970/2000)) Pedagogy of the oppressed. Continuum.
   [Google Scholar]
7. Guinier L. (2004) From racial liberalism to racial literacy: Brown v. Board of Education and the interest-divergence dilemma. The Journal of American History, 91(1), 92–118.
   [Google Scholar]
8. Jackman M. (2018, May 25 Report finds greater Detroit among most segregated U.S. metropolitan areas. Detroit Metro Times. Retrieved fromhttps://www.metrotimes.com/news-hits/archives/2018/05/25/report-finds-greater-detroit-among-most-segregated-us-metropolitan-areas
   [Google Scholar]
9. Johnson L. L. (2018) Where do we go from here? Toward a critical race English education. Research in the Teaching of English, 53(2), 102–124.
   [Google Scholar]
10. Love B. L. (2019) We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom. Boston: Beach Press.
    [Google Scholar]
11. Muhammad G. E. (2019) Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy New York: Scholastic.
    [Google Scholar]
12. Kinloch V. (2010) Harlem on our minds: Place, race, and the literacies of urban youth. Teachers College Press.
    [Google Scholar]
13. Morrison T. (1973) Sula. Plume.
    [Google Scholar]
14. Neville M. L. (2019) “Racism is a God-damned thing”: The implications of historical and contemporary Catholic racism for ELA classrooms. InJuzwik M. M. Stone J. C. Burke K. J. Davila D. (Eds.) Legacies of Christian languaging and literacies in American education: Perspectives on English language arts curriculum, teaching, and learning. Routledge.
    [Google Scholar]
15. Paris D. Alim H. S. (2014) What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100.
    [Google Scholar]
16. Skerrett A. (2011) English teachers’ racial literacy knowledge and practice. Race, Ethnicity, and Education, 14(3), 313–330.
    [Google Scholar]
17. Soja E. (1990) Postmodern geographies: The reassertion of space in critical social theory. Verso.
    [Google Scholar]
18. Watson V. M. Beymer A. (2019) Praisesongs of place: Youth envisioning space and place in a literacy and songwriting initiative. Research in the Teaching of English, 53(4), 297–319.
    [Google Scholar]