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<p>This paper examines how African Diaspora Literacy (ADL) can be meaningfully integrated into elementary classrooms to center Black histories, cultures, and identities. Grounded in Black educational traditions and critical inquiry, the study explores how two teachers—one teaching African Studies to grades K–5 and another teaching fifth grade—incorporated ADL into their instruction. Using critical case methodology, the research addressed three questions: (1) What does African Diaspora Literacy look like in elementary classrooms? (2) In what ways does it intersect with required fifth-grade South Carolina standards? and (3) How is student understanding of ADL evidenced in academic work and conversations? Findings identified four key characteristics of ADL instruction—communalism, empowerment, intentionality, and interdisciplinarity—and demonstrated that state standards can be met through culturally grounded pedagogy. The study underscores the potential of ADL to support Black students’ academic development and self-knowledge within systems historically designed to marginalize them.</p>

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Africanizing the Classroom: The Power of African Diaspora Literacy

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月17日

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  • Jarvais J. Jackson

摘要

This paper examines how African Diaspora Literacy (ADL) can be meaningfully integrated into elementary classrooms to center Black histories, cultures, and identities. Grounded in Black educational traditions and critical inquiry, the study explores how two teachers—one teaching African Studies to grades K–5 and another teaching fifth grade—incorporated ADL into their instruction. Using critical case methodology, the research addressed three questions: (1) What does African Diaspora Literacy look like in elementary classrooms? (2) In what ways does it intersect with required fifth-grade South Carolina standards? and (3) How is student understanding of ADL evidenced in academic work and conversations? Findings identified four key characteristics of ADL instruction—communalism, empowerment, intentionality, and interdisciplinarity—and demonstrated that state standards can be met through culturally grounded pedagogy. The study underscores the potential of ADL to support Black students’ academic development and self-knowledge within systems historically designed to marginalize them.