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'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 0000-0003-3397-252X)
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
FullText Text:
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  Data: 'Just, at Least, Try to Understand': Culturally Situated Reader Response and Curriculum Curation for Black Girls
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  Data: <searchLink fieldCode="AR" term="%22S%2E+R%2E+Toliver%22">S. R. Toliver</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3397-252X">0000-0003-3397-252X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Curriculum+and+Pedagogy%22"><i>Journal of Curriculum and Pedagogy</i></searchLink>. 2025 22(3):468-493.
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  Data: 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
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink>
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  Data: 10.1080/15505170.2024.2312111
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  Data: 1550-5170<br />2156-8154
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  Data: 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.
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      – SubjectFull: Females
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      – SubjectFull: Curriculum Design
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      – TitleFull: 'Just, at Least, Try to Understand': Culturally Situated Reader Response and Curriculum Curation for Black Girls
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