Sustaining Textual Passions: Teaching With Texts Youth Love

IF 1.4 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Literacy Research Pub Date : 2022-11-25 DOI:10.1177/1086296X221141393
Karis Jones, Scott Storm
{"title":"Sustaining Textual Passions: Teaching With Texts Youth Love","authors":"Karis Jones, Scott Storm","doi":"10.1177/1086296X221141393","DOIUrl":null,"url":null,"abstract":"Building on youth literacies in formal learning spaces is a promising direction for asset-based literacy learning designs. However, in response to ways that academic spaces can deaden passionate literacy study, it is important to attend to the resulting affective flows of such practices. This study traces how affect was sustained and dampened in a high school English classroom that intentionally brought together academic and fandom practices. We listened to how affective encounters with the popular text Grey's Anatomy unfolded across the class, with a particular focus on Black, Indigenous, and People of Color (BIPOC) focal students’ experiences. We found derision and dismissal of certain texts and experiences by peers (undergirded by dominant narratives about fandom and literary taste) dampened affective resonance. All the same, collective intensities were sustained through respectful discourse between fans and potential fans as well as BIPOC women's fugitive literacy practices resisting dampening practices of White students.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Literacy Research","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/1086296X221141393","RegionNum":2,"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

Building on youth literacies in formal learning spaces is a promising direction for asset-based literacy learning designs. However, in response to ways that academic spaces can deaden passionate literacy study, it is important to attend to the resulting affective flows of such practices. This study traces how affect was sustained and dampened in a high school English classroom that intentionally brought together academic and fandom practices. We listened to how affective encounters with the popular text Grey's Anatomy unfolded across the class, with a particular focus on Black, Indigenous, and People of Color (BIPOC) focal students’ experiences. We found derision and dismissal of certain texts and experiences by peers (undergirded by dominant narratives about fandom and literary taste) dampened affective resonance. All the same, collective intensities were sustained through respectful discourse between fans and potential fans as well as BIPOC women's fugitive literacy practices resisting dampening practices of White students.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
维持文本的激情:用文本教学青春的爱
在正式学习空间中建立青年识字能力是基于资产的识字学习设计的一个有希望的方向。然而,为了应对学术空间可能扼杀热情的扫盲研究的方式,重要的是要注意这种实践的结果情感流动。这项研究追踪了在一个有意将学术实践和业余实践结合在一起的高中英语课堂上,影响是如何维持和抑制的。我们在课堂上听取了与热门文本《实习医生格蕾》的情感接触是如何在全班展开的,特别关注了黑人、土著和有色人种(BIPOC)学生的经历。我们发现,同龄人对某些文本和经历的嘲笑和轻视(以关于狂热和文学品味的主流叙事为基础)抑制了情感共鸣。尽管如此,通过粉丝和潜在粉丝之间的尊重话语以及BIPOC女性的逃亡文化实践抵制白人学生的抑制实践,集体强度得以维持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
4.30
自引率
7.70%
发文量
19
期刊介绍: The Journal of Literacy Research (JLR) is a peer-reviewed journal contributes to the advancement research related to literacy and literacy education. Current focuses include, but are not limited to: -Literacies from preschool to adulthood -Evolving and expanding definitions of ‘literacy’ -Innovative applications of theory, pedagogy and instruction -Methodological developments in literacy and language research
期刊最新文献
“What's Unexpected?” Interventionist Explanations of Dyslexia I’m Still Nigerian: Navigating Race Through Digital Literacies Literacy as Bearing Witness: Teachers Expanding Literacy Through Authentic and Hybrid Student Narratives From Silence to Testimonio: Latina Adolescents’ Agency in Writing Squeezed in: Writing Instruction Over Time
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1