Astrid N. Sambolín Morales, Francisco L. Torres, Carmen L. Medina, Raquel M. Ortiz
{"title":"Justice, community and rememory: opening spaces to (R)econoce(R) en colectiva with texts","authors":"Astrid N. Sambolín Morales, Francisco L. Torres, Carmen L. Medina, Raquel M. Ortiz","doi":"10.1111/lit.12382","DOIUrl":null,"url":null,"abstract":"Drawing from rememory and decolonial theory, this collaborative piece illustrates how three Puerto Rican educators and researchers partnered with a Puerto Rican scholar, activist and children's book author to engage in inquiry cycles. These inquiry cycles centred our general experiences with children's literature and the author's work. After engaging in dialogue and sharing/responding to written reflections, we play with content and form as we unpack our creative‐research journey to ReconoceR—to acknowledge and re‐learn—through storying. By doing so, we engage in transformational actionings to resist the conditions of invisibility, silence and impossibility that sustain coloniality. Through this work, we recognise the centrality of affective spaces and attempt to name those intensities with language. We pivot towards notions of responses to literature as complex understandings of the networks of feelings, experiences and intensities that help us navigate texts and ourselves.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Literacy","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1111/lit.12382","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Drawing from rememory and decolonial theory, this collaborative piece illustrates how three Puerto Rican educators and researchers partnered with a Puerto Rican scholar, activist and children's book author to engage in inquiry cycles. These inquiry cycles centred our general experiences with children's literature and the author's work. After engaging in dialogue and sharing/responding to written reflections, we play with content and form as we unpack our creative‐research journey to ReconoceR—to acknowledge and re‐learn—through storying. By doing so, we engage in transformational actionings to resist the conditions of invisibility, silence and impossibility that sustain coloniality. Through this work, we recognise the centrality of affective spaces and attempt to name those intensities with language. We pivot towards notions of responses to literature as complex understandings of the networks of feelings, experiences and intensities that help us navigate texts and ourselves.
期刊介绍:
Literacy is the official journal of the United Kingdom Literacy Association (formerly the United Kingdom Reading Association), the professional association for teachers of literacy. Literacy is a refereed journal for those interested in the study and development of literacy. Its readership comprises practitioners, teacher educators, researchers and both undergraduate and graduate students. Literacy offers educators a forum for debate through scrutinising research evidence, reflecting on analysed accounts of innovative practice and examining recent policy developments.