In this arts-based qualitative research (in progress), I am responding to the multiple reports of the dehumanization of Black children in North America seen in disproportionate disciplinary practices some leading to arrests, banning of books on Black histories and identities, and the absence of antiracist teaching practices in many Elementary Schools [2], [3], [5]. Such anti-Black racism demands a radical shift to antiracist teaching in K-12 schools in Canada and the U.S. Reclaiming Black children’s humanity, igniting joy, and promoting critical awareness must be central emphases in Teacher Preparation programs to help teachers create academic spaces in which Black children can succeed, thrive and be well. Missing from many Elementary Literacy instruction are diverse voices and the use of Black intellectual perspectives, in particular, to promote learning, critical awareness, and well-being. Thus, my research focuses on exploring the ways teachers and Teacher Candidates can learn to draw from Black Art literacies such as critical Reggae song lyrics to foster critical awareness, joy, and content area learning in Elementary Literacy lessons. “Reggae asserts Africa ideologically, culturally and historically, and promotes a holistic outlook on life” [1] (p.82) and thus is useful for providing rich counternarratives for educating and uplifting children of African descent. It is also a strong antiracist tool for developing all children’s racial literacy skills. Through the lenses of critical race theory and critical literacy, I am maintaining that critical Black art literacies (e.g. poetry, songs, picture books from Black communities) are important antiracist tools for interrupting the absence and banning of counternarratives needed to develop students’ critical literacy skills, promote academic excellence, and affirm Black children. I am drawing from Bob Marley’s songs Get Up Stand Up, One Love, and Is this Love? and the corresponding picture books created by his daughter Cedella Marley, among others to reveal the ways teachers can learn to demonstrate critical love [4] by engaging in antiracist Literacy instruction. Data are being collected from my research journal, seminar reflection notes, and course outlines for the Literacy teacher preparation courses I taught in Canadian and U.S. contexts to further reveal the ways Black Art literacies can be used to prepare Teacher Candidates and teachers for antiracist teaching in Literacy instruction in elementary schools.

Author: Michelle Grace-Williams

Published in: Canada International Conference on Education, 2024

• Date of Conference: 23-25 July, 2024
• DOI: 10.20533/CICE.2024.0011
• Electronic ISBN: 978-1-913572-65-5
• Conference Location: Toronto Metropolitan University, Toronto, Canada