scholarly journals Young, Gifted, Black . . . and Country:

2020 ◽  
Vol 10 (2) ◽  
pp. 46-62
Author(s):  
Jennifer Gallagher ◽  
Melissa Wrenn
Keyword(s):  
Content Analysis ◽  
Funds Of Knowledge ◽  
Reciprocal Relationship ◽  
Community Cultural Wealth ◽  
Rural Setting ◽  
Children's Books ◽  
Cultural Wealth ◽  
Critical Content ◽  
Historical Figure ◽  
Critical Content Analysis

This article shares findings from a critical content analysis of five contemporary nonfiction children’s books. Each book centers on a gifted Black historical figure who spent at least part of their childhood in a rural setting. The analysis, using a funds-of-knowledge and community-cultural-wealth approach, revealed the situated nature of the child’s giftedness, including intersectional oppression they faced, various ways they enacted giftedness within their rural setting, and a reciprocal relationship with their community. In each book, the youth’s giftedness was supported by the community but also positively impacted the community.

Theorizing a Critical Race Content Analysis for Children’s Literature about People of Color

2020 ◽  
pp. 004208592096371
Author(s):  
Lindsay Pérez Huber ◽  
Lorena Camargo Gonzalez ◽  
Daniel G. Solórzano
Keyword(s):  
Content Analysis ◽  
Children's Literature ◽  
Critical Race Theory ◽  
Children’S Literature ◽  
People Of Color ◽  
Children's Books ◽  
Children’S Books ◽  
Critical Race ◽  
Critical Content ◽  
Critical Content Analysis

Concerns from scholars about the exclusion of People of Color in children’s literature began in the early 20th century and continues today. The lack of children’s literature about People of Color is even more alarming in the contemporary moment, when Children of Color comprise a significant proportion of urban schools throughout the U.S. Only since the 1990’s have scholars begun to critically examine the portrayals of People of Color in children’s books. More recent research offers frameworks and methodologies for critical analyses of children’s books, namely a Critical Content Analysis that offers strategies for the examination of discursive power in literature for youth. This conceptual article theorizes how Critical Race Theory (CRT) in Education can be utilized with a Critical Content Analysis to provide a new framework for the examination of race, class, gender, (and other intersectionalities) in children’s books about People of Color— A Critical Race Content Analysis. We provide guiding principles of a Critical Race Content Analysis and analytical questions as tools for researchers and educators interested in conducting their own critical analyses of books about People of Color. Finally, we illustrate how this analysis is conducted with an example of a children’s book about immigration. This article makes important contributions to the literature on urban education that call for providing educators with tools to develop “racial literacies”.

Stalking State Statutes: A Critical Content Analysis and Reflection on Social Science Research

2019 ◽  
pp. 1-22
Author(s):  
Caralin Branscum ◽  
Seth Wyatt Fallik ◽  
Krystal Garcia ◽  
Breanna Eason ◽  
Kayla Gursahaney
Keyword(s):  
Content Analysis ◽  
Social Science ◽  
Social Science Research ◽  
Science Research ◽  
Critical Content ◽  
State Statutes ◽  
Critical Content Analysis
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