In the most recent edition of the Handbook of Reading Research, Ebony Elizabeth Thomas and colleagues (2020) identify the need to recontextualize critical literacy pedagogy and research in ways that center Black and Indigenous communities. Although critical literacy has a rich tradition in emancipatory work (e.g. Freire, 1996), Thomas et al. argue for the need to begin elsewhere, with the knowledge and traditions of Black and Indigenous communities, to produce literacy research and pedagogy that is more responsive to current social issues and iterations of racism. In this article, I combine their insights with those of early literacy researchers, such as Candace R. Kuby and Tara Gutshall Rucker, (e.g. Kuby, 2013; Kuby and Rucker, 2020) to suggest that the shifting of theoretical framings may be a useful way of broadening the context of critical literacies research and scholarship. Kuby and Rucker’s (2020) examination explores offerings from postructural and posthumanist theories for expanding conceptions of literacy in efforts to challenge our ideas of literacies, inequalities, and justice in early literacy research. Similarly, I analyze the affordances of pro-Black and marginalized theories in critical literacies research, such as Black Feminist Thought (Collins, 2002), for understanding and expanding how we attend to positionality in early literacy educational research. Grounded in Black feminist theories (Collins, 2002) and methodologies (Evans-Winters, 2019) as well my own positionality as a Black woman, this article takes up one specific concern from the call for this special issue, that is to address the lack of pro-Black research in early literacy education. In so doing, I aim to broaden the ways that a historically praxis-oriented body of research in early childhood and elementary education, critical literacies research, is theorized and enacted by integrating more thoroughly Black women’s ways of knowing. I explore how to leverage our individual and combined perspectives, which are grounded in our rich history of resistance and thriving in the face of adversity, to produce knowledge and literacy practices useful for justice-oriented education. Through an analysis of academic literature related to critical literacies research and Black women educators in early childhood and elementary education, I address the question: How are Black women’s ways of knowing integrated in early childhood and elementary critical literacies research with participants who are Black women educators? I offer a sense of the extent to which Black women educators’ ways of knowing are associated with the term critical literacy and also identify fruitful strategies that critical literacies researchers can use to integrate Black women’s ways of knowing into the knowledge base and practices of critical literacies in early literacy research. Some strategies include integrating Black women educators' emotions and spiritual knowledge into the research and co-researching with Black women who are also participants.

在最新一期的《阅读研究手册》中, Ebony Elizabeth Thomas 及其同事 (2020) 确定需要以黑人和土著社区为中心的方式重新定位批判性扫盲教学法和研究。尽管批判性扫盲在解放性工作中有着丰富的传统（例如 Freire，1996），但 Thomas 等人。主张需要从其他地方开始，利用黑人和土著社区的知识和传统，开展对当前社会问题和种族主义迭代更敏感的扫盲研究和教学法。在本文中，我将他们的见解与早期识字研究人员的见解相结合，例如 Candace R. Kuby 和 Tara Gutshall Rucker（例如 Kuby，2013 年；Kuby 和 Rucker，2020 年），以表明理论框架的转变可能是有用的。拓宽批判性文学研究和学术背景的方式。Kuby 和 Rucker（2020 年）的考试探讨了后结构和后人文主义理论的产品，以扩大识字概念，努力挑战我们在早期识字研究中的识字、不平等和正义观念。同样，我分析了批判文学研究中支持黑人和边缘化理论的可供性，例如黑人女权主义思想（Collins，2002），以了解和扩展我们如何关注早期读写教育研究中的位置性。本文以黑人女权主义理论 (Collins, 2002) 和方法论 (Evans-Winters, 2019) 以及我自己作为黑人女性的定位为基础，从呼吁这一特刊中提出了一个具体问题，即 我分析了批判文学研究中支持黑人和边缘化理论的可供性，例如黑人女权主义思想（柯林斯，2002 年），以了解和扩展我们如何关注早期文学教育研究中的位置性。本文以黑人女权主义理论 (Collins, 2002) 和方法论 (Evans-Winters, 2019) 以及我自己作为黑人女性的定位为基础，从呼吁这一特刊中提出了一个具体问题，即 我分析了批判文学研究中支持黑人和边缘化理论的可供性，例如黑人女权主义思想（柯林斯，2002 年），以了解和扩展我们如何关注早期文学教育研究中的位置性。本文以黑人女权主义理论 (Collins, 2002) 和方法论 (Evans-Winters, 2019) 以及我自己作为黑人女性的定位为基础，从呼吁这一特刊中提出了一个具体问题，即解决早期识字教育中缺乏支持黑人的研究. 在这样做的过程中，我的目标是通过更彻底地整合黑人女性的认知方式，拓宽以历史实践为导向的幼儿教育和基础教育研究、批判性文学研究的理论化和实施方式。我探索如何利用我们的个人和综合观点，这些观点基于我们在逆境中抗争和蓬勃发展的丰富历史，以产生对面向正义的教育有用的知识和扫盲实践。通过分析与批判性文学研究和早期儿童和基础教育中的黑人女性教育者有关的学术文献，我提出了以下问题：黑人女性的认知方式如何与黑人女性教育者的参与者整合到儿童早期和小学批判性素养研究中？我提供了黑人女性教育者的认知方式与该术语相关的程度的感觉批判性素养，并确定批判性素养研究人员可以用来将黑人女性的认知方式整合到早期识字研究中批判性素养的知识库和实践中的富有成效的策略。一些策略包括将黑人女性教育工作者的情感和精神知识纳入研究，并与也是参与者的黑人女性共同研究。