Justice, community and rememory: opening spaces to (R)econoce(R) en colectiva with texts

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Literacy Pub Date : 2024-08-13 DOI:10.1111/lit.12382
Astrid N. Sambolín Morales, Francisco L. Torres, Carmen L. Medina, Raquel M. Ortiz
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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.
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正义、社区和记忆:用文本打开(R)经济(R)集体的空间
这篇合作作品借鉴了记忆和非殖民化理论,展示了三位波多黎各教育工作者和研究人员如何与一位波多黎各学者、活动家和童书作家合作,共同参与探究循环。这些探究周期以我们对儿童文学和作者作品的一般经验为中心。在进行对话和分享/回应书面反思之后,我们在内容和形式上进行了博弈,通过讲故事的方式来解读我们的 "ReconoceR "创意研究之旅--承认并重新学习。通过这样做,我们参与了变革行动,以抵制维持殖民主义的隐形、沉默和不可能的条件。通过这项工作,我们认识到情感空间的中心地位,并试图用语言来命名这些强度。我们将对文学作品的反应视为对情感、经验和强度网络的复杂理解,这些情感、经验和强度帮助我们驾驭文本和我们自己。
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来源期刊
Literacy
Literacy Multiple-
CiteScore
3.00
自引率
7.70%
发文量
46
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.
期刊最新文献
Shared understandings, actioned in multiple ways by teachers of writing Issue Information Literacy editorial September 2024 ‘I felt her poems were more like my life’: cultivating BPoC teenagers' writer‐identity through a poet residency Novice interpreters, transmedia fictions and the afferent stance
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