Abstract
AbstractToo often, instruction designed to improve literacy achievement for black male readers and writers focuses on skill‐based learning, ignoring cultural, social, and personal development. This article calls for the use of critical literacy strategies with African American male students, which can raise expectations for academic achievement by challenging traditional notions of literacy instruction, encouraging cooperative learning, and allowing students to develop a sense of social justice. Three dimensions (the 3 Cs) of critical literacy for young black males are explored: culturally relevant texts, collaboration, and critical conversations. In addition, suggestions and examples are offered to help teachers create critical literacy experiences in which black male elementary students can have the opportunity to become socially conscious text users who see themselves and their cultural histories reflected in texts.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
