'Just, at Least, Try to Understand': Culturally Situated Reader Response and Curriculum Curation for Black Girls
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| Title: | 'Just, at Least, Try to Understand': Culturally Situated Reader Response and Curriculum Curation for Black Girls |
|---|---|
| Language: | English |
| Authors: | S. R. Toliver (ORCID |
| Source: | Journal of Curriculum and Pedagogy. 2025 22(3):468-493. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 8 |
| Descriptors: | Middle School Students, African American Students, Females, African American Culture, Cultural Influences, Reader Response, Grade 8, Writing Workshops, Curriculum Design, Cooperative Learning, Reading Aloud to Others, Story Reading, Individualized Reading |
| DOI: | 10.1080/15505170.2024.2312111 |
| ISSN: | 1550-5170 2156-8154 |
| Abstract: | Studies centralizing youth responses to literature have changed the landscape of literacy classrooms and continue to shape literature instruction. Still, there is limited scholarship that explores the intricate ways in which Black girls respond to literature which inhibits curricular possibilities for Black girls in literacy spaces. Considering the dearth of research on Black girls' reading responses, this article builds on the theoretical foundations of Culturally Situated Reader Response and the Black Girl Literacies Framework to ground the following research questions: (1) What culturally situated positions did Black girls assume as they transacted with a speculative short story? and (2) In what ways do Black girls' responses highlight the complexity of Black girls' reading response practices? In centralizing these questions and theoretical framings, the author highlights how Black girls' incisive responses to a literary text suggest the need for educators and researchers to expand how we consider culture in our pedagogical and curricular decisions, particularly related to Black girls' literature engagement. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501797 |
| Database: | ERIC |
| Abstract: | Studies centralizing youth responses to literature have changed the landscape of literacy classrooms and continue to shape literature instruction. Still, there is limited scholarship that explores the intricate ways in which Black girls respond to literature which inhibits curricular possibilities for Black girls in literacy spaces. Considering the dearth of research on Black girls' reading responses, this article builds on the theoretical foundations of Culturally Situated Reader Response and the Black Girl Literacies Framework to ground the following research questions: (1) What culturally situated positions did Black girls assume as they transacted with a speculative short story? and (2) In what ways do Black girls' responses highlight the complexity of Black girls' reading response practices? In centralizing these questions and theoretical framings, the author highlights how Black girls' incisive responses to a literary text suggest the need for educators and researchers to expand how we consider culture in our pedagogical and curricular decisions, particularly related to Black girls' literature engagement. |
|---|---|
| ISSN: | 1550-5170 2156-8154 |
| DOI: | 10.1080/15505170.2024.2312111 |
