“Spilling tea”: A critical feminist reclamation of gossip in literature and media

IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Adolescent & Adult Literacy Pub Date : 2024-01-29 DOI:10.1002/jaal.1327
Katherine Batchelor, Kelli Rushek, Julia Beaumont
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Abstract

In this discussion, we argue for those who are literacy educators to reframe gossip as a dialogic, feminist act in their teaching and interpretation of gossip as framed in the literature they teach in secondary English language arts (ELA) classrooms. Reframing gossip as a feminist act invites meaning-makers to view those conversations and generative dialogues discursively gendered in deficit ways (or gossip) as proactive, productive, and powerful tools of connection between and within societies and communities. We share how we centered and created through a critical feminist lens, an ELA curriculum that supports gossip as a literary tool that drives narratives in plot formation, as well as a means to enhance characters' positions, personalities, allies, and enemies within a story. Most importantly, we use gossip as an analytical tool to reframe and promote gender equity, guiding preservice teachers and adolescents in critical analysis of the innumerable ways systems and institutions of power and privilege—such as race, ethnicity, religion, and sexuality—intersect in the fight for gender equality. First, we will discuss our guiding theoretical framework of critical feminist pedagogy to examine the ELA curriculum. Next, we share how the development of a curricular unit on reframing gossip in literature unfolded organically through a monthly Saturday workshop called “Writing Us In: Developing Critical Literacy Curriculum for ELA Classrooms.” Then, we showcase how one preservice ELA teacher applied the critical feminist lenses examined within the workshop space to develop a linked text set and subsequent ELA curricular unit with the aims of her future students to critically analyze, from a feminist lens, how gossip is portrayed in society and how it is framed in literature. We end with a discussion of how our spotlight student reflects on this project and her key takeaways.

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"泼茶":对文学和媒体中的流言蜚语进行批判性的女性主义开垦
在这一讨论中,我们主张作为扫盲教育者,在中学英语语言艺术(ELA)课堂上教授和解释文学作品中的流言蜚语时,将流言蜚语重塑为一种对话性的女权主义行为。将 "流言蜚语 "重塑为一种女性主义行为,可使意义创造者将那些在话语上被赋予了性别缺陷的对话和生成性对话(或称 "流言蜚语")视为积极主动、富有成效和强大的工具,以促进社会和社区之间以及社会和社区内部的联系。我们将分享如何通过批判性的女权主义视角,将流言蜚语作为一种文学工具来推动情节的形成,并作为一种手段来增强故事中人物的地位、个性、盟友和敌人,从而设计出一套支持流言蜚语的英语学习课程。最重要的是,我们将流言蜚语作为一种分析工具,用于重构和促进性别平等,引导职前教师和青少年批判性地分析权力和特权系统和机构--如种族、民族、宗教和性--在争取性别平等的斗争中交织在一起的无数方式。首先,我们将讨论批判女权主义教学法的指导理论框架,以检查英语语言学习课程。接下来,我们将分享如何通过名为 "把我们写进去 "的每月一次的周六工作坊,有机地开发出一个关于在文学作品中重塑流言蜚语的课程单元:为英语语言学课堂开发批判性读写能力课程 "的每月一次的周六工作坊中,如何有机地开发出有关文学作品中的流言蜚语的课程单元。然后,我们将展示一位英语语言教学法预科教师如何应用工作坊中研究的批判性女权主义视角,开发出一套相关联的文本,并在随后的英语语言教学法课程单元中,以她未来的学生为目标,从女权主义视角批判性地分析流言蜚语在社会中是如何被描绘的,以及在文学作品中是如何被构架的。最后,我们将讨论聚焦点学生如何反思这个项目以及她的主要收获。
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来源期刊
Journal of Adolescent & Adult Literacy
Journal of Adolescent & Adult Literacy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
11.10%
发文量
54
期刊介绍: The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research
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Issue Information Social annotation and dialogic teaching and learning in English language arts How teachers accommodate digital multimodal communication in pedagogy: A review of Designing Learning for Multimodal Literacy—Teaching Viewing and Representing Poetry unveiled: Multimodality and aesthetic responses as a fresh approach to teaching and reading verse Using positioning theory to investigate the participation of culturally and linguistically diverse adolescent students in classroom discussion
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