Black Art in various forms has long been used by people in the African Diaspora to promote Black joy and Pro-Blackness yet it is often not included in language and literacy to early childhood pedagogies to uplift Black children in North American schools. Likewise, many anti-racist Early Childhood research studies focus on the challenges faced by Black people with little emphasis on Black joy and Pro-Black narratives and the ways they are central to our psychic preservation and survival in the fight against anti-Black racism (Dunn D and Love B, 2020; Ladson-Billings, 2019b). As a child, Nina Simone’s Young Gifted and Black song lyrics rang true as the source of my Black joy was knowing the brilliance of Black people and being proud of our resistance to anti-Black racism. Growing up in the Jamaican context I heard the reggae version of her song rendered by Reggae artistes Marcia Griffiths and Bob Marley also Pro-Black advocates who contributed to my racial pride. Contemporary Jamaican Reggae artists like Chronixx with his song Black is Beautiful continue to promote these racial affirming messages. In this article, I focus on ways teachers can learn to promote Black Joy and Pro-Blackness in the early years as I introduce the notion of an African Diaspora Racial Literacy pedagogy that celebrates and fosters racial pride using Black music and poetry. By coining African Diaspora Racial Literacy, I refer to an instructional approach that draws from positive affirming racial messages from the African Diaspora to promote Black joy and racial pride, raise children’s critical consciousness, and prepare children to be able to take action against anti-Black racism. Through the lenses of Pro-Black Jamaican Intellectual Thought, critical race, Black Feminist, and decolonizing perspectives, I explore Jamaican Black Art literacies (e.g. song and poetry) and provide recommendations for teachers of children of African descent that center Black joy and Pro-Blackness as resistance to anti-Black racism in early childhood pedagogy and practice.

长期以来，非洲侨民一直使用各种形式的黑人艺术来促进黑人的欢乐和支持黑人，但它通常不包括在早期儿童教育学的语言和读写能力中，以提升北美学校的黑人儿童。同样，许多反种族主义的儿童早期研究都关注黑人面临的挑战，很少强调黑人的喜悦和支持黑人的叙述，以及它们在打击反黑人种族主义的斗争中对我们的心理保护和生存至关重要的方式（ Dunn D 和 Love B，2020；Ladson-Billings，2019b)。小时候，妮娜西蒙的年轻天才和黑人歌词听起来很真实，因为我的黑人快乐的源泉是了解黑人的才华，并为我们对反黑人种族主义的抵抗感到自豪。在牙买加的背景下长大，我听到了雷鬼艺术家玛西娅格里菲斯和鲍勃马利演唱的雷鬼版本的歌曲，他们也是为我的种族自豪感做出贡献的支持黑人的倡导者。当代牙买加雷鬼艺术家，如 Chronixx 的歌曲Black is Beautiful继续宣传这些种族肯定信息。在本文中，当我介绍非洲侨民种族素养的概念时，我将重点介绍教师在早年学习促进黑人欢乐和支持黑人的方式使用黑人音乐和诗歌来庆祝和培养种族自豪感的教学法。通过创造非洲侨民种族素养，我指的是一种教学方法，该方法从非洲侨民的积极肯定种族信息中汲取灵感，以促进黑人的喜悦和种族自豪感，提高儿童的批判意识，并使儿童能够采取行动反对反黑人种族主义。通过支持黑人的牙买加知识分子思想、批判种族、黑人女权主义和非殖民化观点，我探索了牙买加黑人艺术素养（例如歌曲和诗歌），并为以黑人欢乐和支持黑人为中心的非洲裔儿童教师提供建议黑人作为儿童早期教育学和实践中对反黑人种族主义的抵抗。