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2018
Volume 103, Issue 1
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402
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Abstract

Nearly ninety years after DuBois questioned whether Black children need separate schools, this paper argues for pro-Black teaching in elementary ELA. Centering Black histories, identities, and literacies, we offer strategies that affirm students’ experiences and urge all educators to disrupt anti-blackness through intentional, identity-conscious, and humanizing instruction.

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/content/journals/10.58680/la2025103116
2025-09-01
2026-06-11
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