Advancing Racial Literacies in Teacher Education

Detra Price-Dennis is an associate professor of education at Teachers College, Columbia University. Yolanda Sealey-Ruiz is an associate professor of English education at Teachers College, Columbia University.

• Foreword —Jabari MahiriIntroductionExploring Race in Teacher EducationExploring Race in the Digital AgeWhy Do We Need to Center Race and Digital Literacies in K-12 Classrooms?Say Their NamesPurpose of the BookKey TermsOrganization of the Book1. Engaging and Embracing Racial Literacy in Teacher EducationWhat Is Racial Literacy?Racial Literacy and Brown v. Board of EducationThe Elephant in the Room: Racial Literacy in SchoolsWhy Racial Literacy Now?Three Tenets of Racial LiteracyRacial Literacy as ResistanceArchaeology of the Self in Racial Literacy DevelopmentFrom Ethnic Studies to Racial Literacy EducationRacial Literacy in Teacher Education21st Century Racism: Presenting/(Re)Presenting Race in Digital Spaces2. How Can Racial Literacy Inform Teacher Education in the Digital Age?Fostering Digital Literacies in Teacher EducationWhat Is Getting in the Way of Literacy Education in the Digital Age?Addressing Racial and Digital Literacy in Teacher Education#Hashtag Networks: Racial Literacy in the Digital AgeBridging Racial and Digital LiteraciesRacial Literacy for Activism (#RL4A)Moving Forward One Step at a Time3. Institutionalizing Racial Literacy in Teacher EducationRacial Literacy and Diverse LearnersRacial Literacy with a View: The Letter-Writing UnitRacial Literacy Tenets as a Culturally Sustaining PracticeThe Power and Liberation in Questioning AssumptionsEngaging in Critical ConversationsPracticing ReflexivityMaking Racial Literacy Work in Teacher Education4. Engaging in Critical Multimodal Curation to Foster Racial LiteracyCritical Multimodality as a Mediator of Racial Literacy for ActivismCritical Multimodal Curation in ActionNow What?Afterword —Rebecca RogersReferencesIndexAbout the Authors

“Price-Dennis and Sealey-Ruiz move toward a new vision of racial literacy which must include digital literacy to be relevant to students and effective as activism. Their compelling and concrete examples push forward current scholarship at the intersection of culturally relevant pedagogy, racial literacy, and digital literacy, and successfully lay the groundwork for a new set of priorities in teacher education.”—Teachers College Record