(Re)centering Antiracist Reading in Reading Scholarship: Reading Strategy Applications for Antiracist Reading Praxis

ABSTRACT

In this article, we offer a loving critique that (re)centers Inoue’s antiracist reading framework in reading scholarship. In particular, we question the orientation and effectiveness of racial literacy applications that fail to incorporate explicit reading strategy instruction. Developmental literacy classes can be an important space for antiracism when instruction supports our students’ current literacy strengths and growth edges. We explore the potential for applying antiracist literacy practice centered within reading scholarship. Through personal classroom examples, we describe our efforts to implement reading strategy instruction that amplifies the effectiveness of antiracist reading in IRW.

KEYWORDS:

• Academic and disciplinary literacies
• antiracist reading and antiracism
• critical thinking
• multiculturalism and diversity
• reading
• writing

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Emily K. Suh

Dr. Emily K. Suh is an assistant professor at Texas State University. She teaches undergraduate and graduate students in the College of Education.

James M. Dyer

James M. Dyer is a doctoral student in the doctoral program in developmental education at Texas State University.