Independent Black Institutions and Rhetorical Literacy Education: A Unique Voice of Color

Jamila M. Kareem

Abstract


The bulk of literacy education historical narratives about Black Americans has been gentrified by mainstream Euro-American perspectives. This article considers the contributions of a Black-American-developed form of institutionalized community education to demonstrate the critical race theory voice-of-color thesis in college-level composition-literacies education. Through reviewing the curricular, pedagogical, and instructional practices of pre-college independent Black institutions, the author works to reclaim the unique rhetorical voice of this Afrocentric literacy education form and insert it into American literacy education histories. The article presents two established unique voice of color counter-stories grounded in truthfully representing and advancing Black American cultures to argue that central features of these Afrocentric literacy education programs can afford college composition programs race- and community-conscious writing education.


Keywords


literacy education; critical race theory; rhetorical education; counter-story; race-conscious; community literacy; African American literacy

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DOI: http://dx.doi.org/10.21623%2F1.8.1.2



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